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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper ExampleD024 NURS 5201 Professional Presence and Influence

D024 NURS 5201: Establishing Professional Presence to Promote a Healthy Work Environment Assignment Brief

Assignment Instructions Overview

This assignment focuses on developing a professional presence and fostering a positive work environment. Students will explore strategies to enhance workplace culture through mindfulness, communication, and leadership skills. A mind map, force field analysis, and reflection paper will be used to analyze workplace dynamics and propose evidence-based solutions.

Understanding Assignment Objectives

The objective of this assignment is to enable students to:

  • Demonstrate professional presence by applying self-awareness principles.
  • Develop mindfulness techniques to enhance workplace relationships.
  • Recommend communication strategies that foster a culture of support and belonging.
  • Apply improvement science to address workplace hostility and promote a positive environment.
  • Implement academic writing principles to produce clear, evidence-based work.

The Student’s Role

Students are expected to engage in reflective analysis and apply critical thinking skills to workplace challenges. This involves:

  • Creating a mind map identifying factors that influence workplace joy.
  • Conducting a force field analysis to evaluate barriers and facilitators of a proposed workplace improvement.
  • Writing a reflection paper discussing how emotional intelligence and professional presence can be leveraged to manage workplace challenges effectively.
  • Integrating scholarly sources to support claims and ensure evidence-based conclusions.

Competencies Measured

This assignment evaluates five key competencies:

  • Professional Presence – Demonstrating self-awareness and emotional intelligence in workplace interactions.
  • Mindfulness Development – Implementing strategies to foster positive relationships and resilience in professional settings.
  • Caring Communication Strategies – Recommending communication methods that enhance teamwork and collaboration.
  • Joy in the Workplace – Using improvement science principles to mitigate hostility and promote a healthier work environment.
  • Academic Writing – Producing structured, well-supported, and professionally written reflections using credible sources.

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D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Paper Example

Establishing Professional Presence to Promote a Healthy Work Environment

Introduction

A healthy work environment is essential for fostering professional growth, job satisfaction, and patient safety in healthcare settings. Establishing a professional presence involves leveraging social and emotional intelligence (SEI) power skills to navigate workplace challenges effectively. These power skills include self-awareness, self-management, interpersonal communication, executive function, and social awareness. By cultivating these competencies, healthcare professionals can create a more harmonious and productive work environment. Additionally, implementing strategies from the Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work can further enhance workplace satisfaction and team collaboration.

The Role of SEI Power Skills in Managing Workplace Challenges

Self-Awareness

Self-awareness is a foundational SEI skill that enables individuals to recognize their emotions, strengths, and areas for improvement. In nursing, self-awareness allows professionals to regulate their reactions to stress, conflicts, and workplace dynamics. According to Goleman (2020), self-aware individuals are better equipped to handle pressure, make ethical decisions, and maintain professionalism. For example, a nurse experiencing frustration due to heavy workload can use self-awareness to acknowledge the emotion and employ coping strategies, such as deep breathing or seeking support from colleagues. By fostering self-awareness, nurses can reduce burnout and contribute to a more stable work environment.

Self-Management

Self-management refers to the ability to control emotions, thoughts, and behaviors in a professional setting. In high-stress environments such as healthcare, self-management helps nurses remain composed and focused. Brown and Ryan (2021) suggest that mindfulness techniques, such as meditation and journaling, can enhance self-management by promoting emotional regulation. For instance, when dealing with a demanding patient or difficult coworker, a nurse who practices self-management can respond calmly rather than react impulsively. Implementing self-management strategies contributes to better conflict resolution and improved patient care.

Interpersonal Communication

Effective interpersonal communication is vital for collaboration and conflict resolution in healthcare settings. Active listening, empathy, and clear verbal and non-verbal communication enhance teamwork and patient safety. Research by Arnold and Boggs (2022) highlights that nurses who communicate effectively reduce misunderstandings and foster positive relationships with colleagues and patients. For example, using active listening techniques, such as paraphrasing and open-ended questions, can help de-escalate conflicts and ensure mutual understanding. Strong interpersonal communication skills enable nurses to navigate complex team dynamics with professionalism.

Executive Function

Executive function encompasses cognitive abilities such as problem-solving, decision-making, and adaptability. Nurses with strong executive function can assess situations, develop solutions, and implement effective strategies in the workplace. When faced with a workplace dispute, a nurse leader with high executive function can identify the root cause, mediate discussions, and propose solutions that benefit all parties involved. Executive function is crucial for maintaining a structured and efficient healthcare environment.

Social Awareness

Social awareness involves recognizing and understanding the emotions and perspectives of others. This skill fosters empathy, inclusivity, and cultural competence in diverse healthcare settings. According to Smith et al. (2023), social awareness enhances teamwork and reduces workplace conflicts. A socially aware nurse can identify signs of distress in colleagues and provide support, creating a more cohesive and compassionate work environment. This skill also helps in patient interactions, as understanding cultural differences can improve care delivery and patient satisfaction.

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Achieving Results Through SEI Power Skills

Professional Presence

Professional presence is demonstrated through confidence, competence, and ethical behavior. Self-awareness and interpersonal communication are essential for establishing professional presence. A nurse who understands personal strengths and limitations can present themselves with confidence and authenticity. Similarly, effective communication fosters credibility and trust within the healthcare team. By integrating these power skills, nurses enhance their professional identity and influence in the workplace.

Enhanced Mindfulness in Healthcare

Mindfulness promotes focus, stress reduction, and emotional stability in high-pressure environments. Self-management and social awareness play key roles in cultivating mindfulness. Nurses who practice self-management techniques, such as meditation and stress reduction exercises, can maintain emotional balance. Additionally, social awareness allows nurses to respond empathetically to colleagues and patients, fostering a more mindful and compassionate work culture.

Positive Social Presence

A positive social presence contributes to teamwork, morale, and workplace harmony. Executive function and interpersonal communication are crucial for achieving this presence. Nurses who engage in strategic problem-solving and effective communication build strong professional relationships. Encouraging open dialogue and collaborative decision-making helps create an inclusive and supportive work environment.

Creating a Culture of Joy

A culture of joy in the workplace enhances job satisfaction and patient outcomes. Self-awareness and self-management are key to achieving this goal. Nurses who recognize personal stressors and manage emotions effectively contribute to a more positive work atmosphere. Implementing gratitude practices, peer recognition programs, and team-building activities fosters a sense of fulfillment and joy among healthcare professionals.

Implementing Strategies from the IHI Framework for Improving Joy in Work

Step 1: Understanding Staff Needs

Identifying what matters most to healthcare staff is the foundation of a joyful work environment. Conducting surveys, hosting focus groups, and engaging in one-on-one discussions help leaders understand employee concerns and motivations. Addressing these needs leads to higher job satisfaction and reduced turnover rates (IHI, 2017). A strategy for this step is implementing regular feedback sessions where nurses can voice their challenges and receive support.

Step 2: Identifying Workplace Barriers

Recognizing impediments to joy, such as excessive workload, lack of recognition, and ineffective communication, allows organizations to implement targeted interventions. Introducing peer recognition programs and workload redistribution strategies can mitigate these challenges. Research by Maslach and Leiter (2021) emphasizes that workplace recognition significantly improves morale and engagement.

Step 3: Shared Responsibility for Workplace Well-being

A systems approach ensures that all healthcare team members share responsibility for fostering a positive work culture. Implementing mentorship programs, team-building exercises, and leadership development initiatives enhances collaboration and support. A strategy for this step is to establish interdisciplinary task forces that address workplace concerns and promote continuous improvement.

Step 4: Testing and Refining Improvement Strategies

Applying improvement science principles enables organizations to evaluate and refine workplace initiatives. Using the Plan-Do-Study-Act (PDSA) model, healthcare teams can assess the effectiveness of interventions and make necessary adjustments. Collecting and analyzing data on staff well-being, patient satisfaction, and team performance ensures continuous improvement in workplace culture.

Conclusion

Establishing professional presence and fostering a healthy work environment requires a commitment to social and emotional intelligence power skills. By integrating self-awareness, self-management, interpersonal communication, executive function, and social awareness, nurses can navigate workplace challenges effectively. Additionally, implementing strategies from the IHI Framework for Improving Joy in Work enhances job satisfaction, reduces burnout, and promotes a positive organizational culture. Prioritizing these approaches ensures a supportive and thriving healthcare workforce.

References

Arnold, E., & Boggs, K. (2022). Interpersonal relationships: Professional communication skills for nurses. Elsevier.

Brown, K. W., & Ryan, R. M. (2021). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.

Goleman, D. (2020). Emotional intelligence: Why it can matter more than IQ.

Bantam.Institute for Healthcare Improvement (IHI). (2017). Framework for improving joy in work. IHI White Paper.

Maslach, C., & Leiter, M. P. (2021). The burnout challenge: Managing people’s relationships with their jobs. Harvard University Press.

Smith, J., Johnson, L., & Turner, P. (2023). Emotional intelligence in healthcare: Enhancing teamwork and reducing conflicts. Nursing Leadership Quarterly, 36(2), 45-62.

Detailed Assessment Instructions for the D024 NURS 5201 Establishing Professional Presence to Promote A Healthy Work Environment Assignment

Heat maps

AIM2 — TASK 1: ESTABLISHING PROFESSIONAL PRESENCE TO PROMOTE A HEALTHY WORK ENVIRONMENT

PROFESSIONAL PRESENCE AND INFLUENCE — D024 PRFA — AIM2

Task Overview   Submissions        Evaluation Report

COMPETENCIES

7062.1.1 : Demonstrate Professional Presence

The learner promotes a healthy work environment by demonstrating a professional presence that includes self-awareness characteristics.

7062.1.2 : Develop Mindfulness

The learner develops solutions and strategies that build positive relationships and promote mindfulness in the workplace.

7062.1.3 : Recommend Caring Communication Strategies

The learner recommends social communication strategies and technologies to promote a sense of caring and belonging.

7062.1.4 : Promote Joy in the Workplace

The learner applies the principles of improvement science to solve the problem of hostility in the workplace and initiate organizational change designed to promote health and joy in the workplace.

7062.1.5 : Produce Academic Writing

The learner implements the principles of academic writing to produce clear, concise, and evidence-based written communications.

INTRODUCTION

In this assessment, you will demonstrate competence in developing professional presence, promoting mindfulness in healthcare, establishing a social presence, and building a culture of workplace joy in your professional practice. These concepts are at the forefront of the healthcare movement and are recognized as essential to all disciplines of care, including nursing.

First, you will complete a mind map and a force field analysis to develop strategies designed to promote joy in the workplace. Then, you will review the social and emotional intelligence power skills—self-awareness, self- management, interpersonal communication, executive function, and social awareness. You will discuss how these power skills can be used to handle difficult workplace situations and implement joy in the workplace.

You should reflect on how you can apply each power skill to address conflict and incivility in creating a culture of joy in work.

Finally, you will use your review and self-reflection of the social and emotional intelligence power skills to write a thoughtful reflection paper. The body of this paper should include what you learned from your reflection, mind map, and force field analysis.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: This task should be uploaded as a separate attachment or attachments and should not be included in the e-portfolio or submitted as a link.

  1. Create a computer-generated mind map that identifies a main idea that contributes to or impedes joy in work and includes the following factors:
    • three individual factors
    • three team or department factors
    • three organizational factors

Note: This assessment requires you to submit an original computer-generated diagram. You may use the software program of your choice. Save and submit your mind map as a PDF or Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

 Note: A “main idea” could be a concept, a strategy, or an idea.

  1. Using the attached “Force Field Analysis Template,” complete a force field analysis that includes the following components:
    • one recommendation of a social communication strategy or technology strategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” (see Supporting Documents) in the workplace
    • five facilitating forces for implementing the recommendation
    • five restraining forces against implementing the recommendation
    • one score for each of the ten identified forces
    • one “Facilitating Forces Total Score”
    • one “Restraining Forces Total Score”
    • one “Force Field Analysis Total Score”

Note: This assessment requires you to complete the force field analysis using the “Force Field Analysis Template” in the Supporting Documents section. Save and submit your force field analysis as a PDF or

Word document (i.e., DOC or DOCX). Using another file type may cause the file to be too large to submit.

  1. Write a reflection paper (suggested length of 4-6 pages) discussing how to use social and emotional intelligence power skills to handle difficult workplace situations and implement joy in the workplace by doing the following:
  2. Describe, using scholarly sources, how advanced professional nurses can manage difficult workplace situations by using each of the following social and emotional intelligence power skills:
    • self-awareness
    • self-management
    • interpersonal communication
    • executive function
    • social awareness
  3. Describe how you, as an advanced professional nurse, would use two of the social and emotional intelligence power skills in the workplace to achieve each of the following results:
    • a professional presence
    • enhanced mindfulness in healthcare
    • a positive social presence to promote a sense of caring and belonging
    • a culture of joy to solve the problem of incivility in the workplace and initiate organizational change
  4. Discuss how you, as an advanced professional nurse leader, would implement the four steps from the “IHI Framework for Improving Joy in Work” in the workplace, including one strategy for each of the four steps.

Note: Refer to the IHI Framework for Improving Joy in Work, pages 8-15 in the Supporting Documents.

  1. Include three or more scholarly sources in your reflection paper.
  2. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  3. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:MIND MAP

 

B:FORCE FIELD ANALYSIS

 

C1:DIFFICULT WORKPLACE SITUATIONS

 

C2:POWER SKILLS

 

C3:FOUR STEPS

 

C4:SCHOLARLY SOURCES

 

D:SOURCES

 

E:PROFESSIONAL  COMMUNICATION

 

SUPPORTING DOCUMENTS

IHI Framework For Improving Joy In Work.pdf Force Field Analysis Template.docx

Reflection Paper Template.docx

Establishing Professional Presence to Promote a Healthy Work Environment

Reflection Paper

Author Name (First, Middle Initial, Last)

College of Health Professions, Western Governors University

D024: Professional Presence and Influence

Instructor Name

Date

Establishing Professional Presence to Promote a Healthy Work Environment

Using Each SEI Power Skill to ManageDifficult Workplace Situations

  • Self-awareness
  • Self-management
  • Interpersonal Communication

Executive Function

Using Social Awareness

Using Power Skillsto Achieve Results

Achieving Professional Presence Using Two Power Skills

Achieving Enhanced Mindfulness in Healthcare Using Two Power Skills  

Achieving Positive Social Presence Using Two Power Skills

Achieving Culture of Joy Using Two Power Skills  

Implementing Strategies from the IHI Framework for ImprovingJoy in Work

Step 1: What Matters to Staff

Step 2: Unique Impediments to Joy

Step 3: Systems Approach with Shared Responsibility

Step 4: Improvement Science to Test Approaches

References

Force Field Analysis Template

In the table below, list your recommendation of a social communication strategy or technologystrategy for implementing the “Institute for Healthcare Improvement (IHI) Framework for Improving Joy in Work” in the workplace. Then, list five facilitating forces and five restraining forces for and against implementing this recommendation.

Using the following scale, score eachof your facilitating and restraining forcesfrom 1 to 5 according to the degree of influence each force would have on your recommendation:

  • 1= very weak
  • 2 = slightly weak
  • 3 = neither weak nor strong
  • 4 = slightly strong
  • 5 = very strong

To calculate the “Facilitating Forces Total Score”,  add yourfive scores for thefacilitating forces and enter this number in the last row of the chart.

To calculate the “Restraining Forces Total Score”, add yourfive scores for the restraining forces and enter this number in the last row of the chart.

To calculate the “Force Field Analysis Total Score”, subtract the “Restraining Forces Total Score” from the “Facilitating Forces Total Score” and enter this number in the middle column of the last row of the chart. If the difference is positive, move forward with implementing the recommendation. If the difference is negative, reconsider implementing the recommendation.

Table 1: JOY IN THE WORKPLACE FORCE FIELD ANALYSIS

Facilitating Forces for Recommendation Recommendation Restraining Forces against Recommendation
     
     
     
     
     
Facilitating Forces Final Score: Force Field Analysis

Total Score:

Force Field Analysis

Total Score:

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Ways of Knowing Nursing Essay Example Ideas by Experts

Ways of Knowing Nursing Essay Example Ideas by ExpertsIntroduction

Florence Nightingale, the founder of modern nursing, recognized the importance of knowledge in nursing. Since then, many theorists in nursing have tried to identify the ways of knowing. However, it wasn’t until Carper’s seminal article in 1978 that the four ways of knowing were highlighted.

Carper identified four patterns of knowing in nursing: empirical, aesthetic, personal, and ethical knowing. Empirical knowing is the scientific knowledge that nurses acquire through research, observation, and experimentation. Aesthetic knowing is the art of nursing, which involves the use of intuition, creativity, and empathy to understand the patient’s needs. Personal knowing is the self-awareness and self-reflection that nurses use to understand their own biases, values, and beliefs. Ethical knowing is the understanding of ethical principles and values that guide nursing practice.

Carper’s work has been expanded upon by other theorists, such as Chinn and Kramer, who added two additional ways of knowing: emancipatory and sociopolitical knowing. Emancipatory knowing is the recognition of power imbalances in healthcare and the need to advocate for social justice. Sociopolitical knowing is the understanding of how social and political factors affect patient care.

While there have been identified different ways of knowing, these ways of knowing do not exist in isolation. The nurse must use knowledge from all domains to effectively care for the patient as each contributes to the nursing profession. Understanding their interplay and ongoing significance is crucial for nurses as they navigate the complexities of the healthcare landscape in the 21st century. In all areas of health care, knowledge is an important fundamental base for practice. As we navigate the complexities of modern healthcare, it becomes imperative to revisit and reevaluate these ways of knowing, considering the latest research findings and developments in the field in understanding how various ways of knowing inform nursing, education, and practice.

Exploring The Four Ways of Knowing in Nursing

Carper’s identification of four patterns of knowing in nursing, as outlined in her seminal 1978 article, has had a profound impact on the profession and remains a foundational concept for nursing students and practitioners alike. These four ways of knowing provide a comprehensive framework for understanding the diverse dimensions of nursing practice.

Empirical Ways of Knowing Nursing

Empirical knowing, often hailed as the bedrock of nursing practice, encompasses the systematic acquisition of knowledge through rigorous research, keen observation, and diligent experimentation (Carper, 1978). In essence, it constitutes the scientific foundation upon which nursing practice is built, equipping nurses with evidence-based insights and technical proficiency crucial for providing safe and effective patient care.

Within the dynamic landscape of contemporary nursing, empirical knowing continues to evolve, driven by the relentless pursuit of new research findings and the rapid integration of cutting-edge technologies into healthcare delivery (Beckett, 2021). This evolution underscores the critical importance of staying current with the latest developments in empirical knowledge, as it directly impacts the quality of patient care provided by nurses (Whalen, 2023).

Empirical knowing plays an indispensable role in clinical decision-making for nurses. When assessing patient conditions, making diagnostic evaluations, and devising treatment plans, nurses draw upon empirical knowledge to inform their choices and actions (Forough Rafii, et.al., 2021). This evidence-based approach ensures that nursing interventions align with the most up-to-date scientific evidence and best practices, ultimately leading to enhanced patient outcomes.

Moreover, empirical knowledge is foundational in comprehending the intricate workings of the human body and the mechanisms of diseases and treatments. It forms the basis upon which nurses build their expertise and competence, enabling them to provide optimal patient care (Smith et al., 2022). For instance, in the context of a patient presenting with chest pain in the emergency department, nurses leverage empirical knowledge to conduct comprehensive assessments, relying on the latest research findings and evidence-based guidelines to make accurate diagnoses and plan effective interventions.

In light of recent developments, empirical knowing in nursing has encountered unprecedented challenges and opportunities. The emergence of the COVID-19 pandemic has underscored the pivotal role of empirical knowledge in healthcare (De Kock et al., 2021). Nurses, armed with a robust understanding of empirical evidence, have played instrumental roles in managing the pandemic. They have been at the forefront of implementing evidence-based infection control measures, administering vaccines, and conducting research to deepen our understanding of the virus and its management (De Kock et al., 2021).

This adaptability of empirical knowing to rapidly evolving situations reaffirms its ongoing significance in nursing practice. Nurses must not only rely on established scientific principles but also possess the agility to apply empirical knowledge effectively in response to emerging healthcare challenges. The ever-expanding body of nursing research and technological advancements demand that nurses remain vigilant in their pursuit of empirical knowledge, ensuring that it remains a cornerstone of their practice, supporting the provision of the highest quality of care to patients.

Aesthetic Ways of Knowing Nursing

Aesthetic knowing often referred to as the art of nursing, is a fundamental dimension of nursing practice that transcends mere technical proficiency. Rooted in the principles of intuition, creativity, and empathy (Carper, 1978), it acknowledges that nursing is not just a science but also an art form that demands a profound connection with the human experience. Aesthetic knowing invites nurses to reach beyond the confines of routine procedures and engage with patients on a deeply human level.

This form of knowing empowers nurses to discern subtle cues from patients, facilitating a holistic understanding of their individual needs and preferences (Betriana et al., 2022). Aesthetic knowing encourages nurses to perceive each patient as a unique and multifaceted individual, allowing them to customize care approaches accordingly. In doing so, it elevates the overall patient experience and contributes to their well-being.

Moreover, aesthetic knowledge in nursing taps into our appreciation for beauty and artistry. It enables nurses to curate healing environments that promote patient comfort and relaxation, recognizing the significant impact aesthetics can have on a patient’s emotional and psychological well-being (Gregory, Stichler & Zborowsky, 2022). For instance, nurses can leverage aesthetic knowing to design patient rooms that create a soothing and uplifting atmosphere, fostering a sense of tranquility during the often stressful hospital stays.

In the contemporary landscape of nursing, the recognition of the vital role played by creativity and empathy in patient care has gained prominence (Muradov, Petrovskaya & Papathanassoglou, 2021). Recent research has illuminated the profound influence of aesthetic knowing on patient satisfaction and health outcomes. The integration of aesthetic knowing into patient-centered care has been linked to increased patient engagement and enhanced adherence to treatment plans (Carter, Creedy & Sidebotham, 2019). This aligns with the growing emphasis on patient experience as a key metric of healthcare quality.

Furthermore, the integration of technology has expanded the horizons of aesthetic knowing in nursing. Innovations such as virtual reality and art therapy interventions have been leveraged to alleviate pain and anxiety in patients, demonstrating the innovative ways in which aesthetic knowing can be harnessed to augment patient well-being (Carter, Creedy & Sidebotham, 2019). This ongoing exploration of aesthetic knowing’s applications underscores its transformative potential in modern nursing.

In essence, aesthetic knowing in nursing is not a separate entity but rather an integral part of the holistic care approach. It bridges the realms of science and art, enriching nursing practice and enhancing the quality of patient care. As nursing continues to evolve, nurses are encouraged to nurture and apply aesthetic knowing, recognizing its capacity to create profound and meaningful connections with patients while promoting healing and well-being.

Personal Ways of Knowing Nursing

Personal knowing in nursing centers on the critical aspects of self-awareness and self-reflection. Nurses engage in introspection to discern their own biases, values, and beliefs, recognizing the profound influence these personal factors can exert on their interactions with patients (Carper, 1978). It is through this introspective process that nurses can strive to provide culturally competent and patient-centered care, rooted in empathy and genuine respect.

Acknowledging and addressing personal biases is not merely a theoretical exercise; it is an essential component of building therapeutic relationships with patients (Campbell et.al., 2018). Personal knowing empowers nurses to approach each patient with an open mind, free from preconceived notions or judgments. This approach fosters trust and rapport, essential elements of effective patient care, and enhances the overall patient experience.

Personal knowledge in nursing is deeply rooted in the nurse’s own life experiences and observations. It recognizes that each patient is a unique individual with distinct needs and preferences, emphasizing the importance of empathy and refined interpersonal skills in forging meaningful connections (Whalen, 2023). The ability to tailor care to the idiosyncrasies of each patient is a hallmark of personal knowing.

Consider a scenario where a patient, confined to the hospital for an extended period, displays non-compliance and resistance to care. In such instances, personal knowledge becomes paramount as the nurse draws upon their intuition and empathy to comprehend the patient’s perspective. Through empathetic understanding, nurses can foster therapeutic relationships that promote cooperation and enhance the patient’s overall well-being.

In the contemporary landscape of healthcare, characterized by cultural diversity and the imperative of cultural competence, personal knowing retains its status as an indispensable facet of nursing practice (Higginbottom et al., 2019). Nurses are increasingly encouraged to embark on journeys of self-reflection, uncovering and addressing their biases and preconceived assumptions. Recent studies underscore the pivotal role of personal knowing in establishing trust and rapport, particularly when caring for patients from diverse backgrounds (Graham, 2022). By embracing their own biases, nurses contribute to the creation of an inclusive healthcare environment, where patients feel valued, respected, and truly understood.

Furthermore, the advent of telehealth and virtual care platforms has presented novel challenges for personal knowing. Nurses providing care through digital channels must navigate the intricacies of non-verbal communication and cultural sensitivity in innovative ways (Kolluri et al., 2022). The dynamic healthcare landscape necessitates that nurses continually nurture and cultivate personal knowing to effectively meet the evolving needs of their diverse patient populations.

In essence, personal knowing in nursing is not a static concept but rather a dynamic force that drives continuous self-improvement and personal growth. It enhances the nurse’s ability to provide patient-centered care, underpinned by empathy, cultural competence, and a genuine commitment to the well-being of each patient.

Ethical Ways of Knowing Nursing

Ethical knowing in nursing encompasses a profound understanding of the ethical principles and values that underpin the profession (Carper, 1978). In the daily practice of nursing, healthcare professionals often confront complex moral dilemmas, and ethical knowing equips them with a sturdy framework for navigating these intricate challenges. It is founded on an unwavering commitment to uphold the ethical standards of the nursing profession while placing the well-being and rights of patients at the forefront.

At its core, ethical knowing demands that nurses make decisions that align with fundamental ethical principles, including autonomy, beneficence, non-maleficence, and justice (Beauchamp & Childress, 2019). This ethical foundation ensures that patient care is consistently conducted with the utmost integrity and adherence to ethical guidelines, thereby preserving the trust and confidence that patients and their families repose in healthcare professionals.

Ethical knowledge is firmly rooted in individual moral compasses and deeply held values. It serves as a guiding light for nurses as they navigate the complex and often ethically fraught landscape of healthcare. This knowing involves a comprehensive understanding of various ethical frameworks and philosophies, providing nurses with the tools necessary to make ethically sound decisions (Hou et al., 2021).

In practice, ethical knowing becomes particularly salient when nurses are confronted with challenging decisions, such as determining the most appropriate course of action in situations where they must weigh the benefits and risks of a particular treatment. In such instances, nurses rely on their ethical knowledge to ensure that the chosen path aligns harmoniously with the best interests of the patient and remains steadfast in upholding ethical principles.

In an era marked by continually evolving healthcare paradigms and the emergence of novel ethical considerations, nurses’ commitment to ethical knowing has assumed greater significance (De Melo-Martín et al., 2019). Recent developments in healthcare, including gene editing and the integration of artificial intelligence in diagnostics and treatment, have introduced unique ethical challenges. Nurses find themselves grappling with questions concerning patient consent, privacy, and the equitable distribution of resources.

The COVID-19 pandemic, in particular, has placed immense ethical demands on nurses. They have been tasked with making arduous decisions related to resource allocation, triage protocols, and providing emotional support to patients and their families (Smith et al., 2021). Ethical knowing serves as a moral compass in these trying circumstances, offering guidance and principles to nurses as they navigate these intricate ethical landscapes. It reinforces the enduring commitment to patient-centered care, ensuring that patients’ needs and well-being remain paramount in all decision-making processes.

In essence, ethical knowing is not merely an abstract concept; it is a dynamic force that guides nurses in upholding the highest ethical standards of the profession. It empowers nurses to make ethically sound decisions, fostering trust, and preserving the core values of nursing as they navigate the complex moral terrain of healthcare.

Expanding the Ways of Knowing in Nursing

Carper’s pioneering work in identifying four fundamental patterns of knowing in nursing laid a robust foundation for the profession. However, the dynamic nature of healthcare and nursing practice has spurred subsequent nursing theorists to explore and expand upon these essential concepts. Among these trailblazing efforts, Chinn and Kramer (2018) introduced two additional ways of knowing: emancipatory and sociopolitical knowing, which have broadened the scope of nursing knowledge and practice.

Emancipatory Ways of Knowing Nursing

Emancipatory knowing in nursing represents a transformative conceptual framework that confronts the pervasive issue of power imbalances within healthcare systems and society at large. As introduced by Chinn and Kramer (2018), this form of knowing empowers nurses to recognize, question, and challenge oppressive structures and practices within healthcare institutions. More significantly, it equips nurses to be catalysts for social justice, advocating for marginalized and vulnerable patient populations to ensure equitable access to healthcare resources and services.

At its core, emancipatory knowing underscores the nurse’s pivotal role in effecting positive social change within healthcare. Nurses are uniquely positioned to identify and address systemic inequities that adversely affect patient access to quality care. This includes advocating for policies, practices, and interventions that promote equity and fairness in healthcare delivery. By leveraging their knowledge and influence, nurses can contribute to dismantling barriers and fostering an environment where all individuals, regardless of their background or circumstances, can access and receive the care they need (Kagan et al., 2010).

Emancipatory knowing in nursing extends beyond the confines of healthcare institutions. It recognizes the broader societal context in which healthcare operates and the pervasive impact of social, economic, and political factors on health outcomes. Nurses who embrace this form of knowing engage in critical reflection and analysis of the structural and systemic forces that perpetuate health disparities and inequalities (Chinn & Kramer, 2018).

By developing a deep awareness of these issues, nurses can actively challenge and confront the root causes of health inequities. This may involve advocating for policy changes, participating in community initiatives, and collaborating with interdisciplinary teams to address the social determinants of health that disproportionately affect vulnerable populations. Emancipatory knowing compels nurses to be advocates for social justice not only within the clinical setting but also in their communities and on a broader scale (Mason et al., 2020).

In an era marked by increasing awareness of health disparities and the pressing need for healthcare equity, the incorporation of emancipatory knowing into nursing education and practice is paramount. Recent events, such as the COVID-19 pandemic, have laid bare the deep-seated inequities in healthcare access and outcomes. Nurses, armed with an understanding of emancipatory knowing, have a vital role to play in addressing these disparities and advocating for change (Smith et al., 2021).

Sociopolitical Ways of Knowing Nursing

Sociopolitical knowing in nursing is a multifaceted form of knowledge that emphasizes the understanding of how social and political factors intersect with healthcare. As introduced by Chinn and Kramer (2018), this way of knowing acknowledges that healthcare is inextricably linked to the broader sociopolitical landscape. It underscores the profound impact of policies, regulations, and societal norms on patient care and healthcare delivery.

At its essence, sociopolitical knowing requires nurses to be acutely aware of the societal context in which healthcare is delivered. This encompasses issues related to healthcare policies, socioeconomic disparities, cultural norms, and the intricate interplay of social and political forces (Chinn & Kramer, 2018). Nurses who possess sociopolitical knowing are well-equipped to navigate the complexities of the healthcare system and address the social determinants of health that significantly influence their patients’ well-being.

One fundamental aspect of sociopolitical knowing involves sensitivity to the personal goals and values of others, as well as an understanding of society and politics. This knowledge enables nurses to approach patient care in a nonjudgmental manner when dealing with individuals and families who may hold diverse social and political views (Smith et al., 2021). It empowers nurses to make care decisions that respect and acknowledge what is important to patients, regardless of their sociopolitical beliefs.

Moreover, nurses who embrace sociopolitical knowing are poised to be effective advocates on behalf of their patients and communities. They recognize that healthcare is not solely confined to the clinical setting but is deeply intertwined with broader societal issues. Armed with a heightened awareness of how external factors impact health, nurses can actively engage in healthcare policy advocacy, addressing healthcare disparities and working toward a more just and equitable healthcare system (Mason et al., 2020).

In today’s rapidly evolving healthcare landscape, nurses must navigate an array of sociopolitical challenges. Issues such as access to care, health equity, and the allocation of healthcare resources are shaped by societal norms, political decisions, and economic forces. Nurses who possess sociopolitical knowing are well-prepared to engage in discussions and actions aimed at addressing these critical issues and advocating for the best interests of their patients and communities (Smith et al., 2021).

For instance, nurses played pivotal roles in advocating for expanded access to healthcare during the COVID-19 pandemic, emphasizing the importance of equitable distribution of vaccines, testing, and treatment options (Smith et al., 2021). Their understanding of the sociopolitical landscape and its impact on healthcare allowed them to advocate for evidence-based policies that prioritized public health and the well-being of vulnerable populations.

The Interplay of Ways of Knowing in Nursing: A Holistic Approach to Patient Care

In the realm of nursing, the ways of knowing, including empirical, aesthetic, personal, ethical, emancipatory, and sociopolitical knowing, are not isolated domains of knowledge but rather interconnected facets that converge in the dynamic practice of healthcare (Betriana et al., 2022). Nurses draw upon these diverse ways of knowing simultaneously to provide comprehensive and patient-centered care, recognizing that patient needs and circumstances often require a multifaceted approach.

For instance, consider the assessment of a patient’s pain—a common scenario in nursing practice. In this situation, a nurse must seamlessly integrate multiple ways of knowing. Empirical knowledge informs the nurse about evidence-based pain management strategies, ensuring that the patient receives appropriate and effective interventions (Forough Rafii, et.al., 2021). Aesthetic knowing comes into play as the nurse keenly observes the patient’s non-verbal cues, interpreting facial expressions and body language to gain insights into the nature and intensity of pain (Betriana et al., 2022). Personal knowing encourages the nurse to engage in self-reflection, acknowledging and addressing any biases or assumptions that may affect the assessment and management of pain (Thorne, 2020). Ethical knowing ensures that pain relief interventions align with the patient’s values and autonomy, respecting their right to make decisions about their care (Beauchamp & Childress, 2019).

This interconnectedness of ways of knowing exemplifies the complexity of nursing practice. It underscores the importance of nurses’ ability to navigate and apply various forms of knowledge simultaneously, ultimately enhancing the quality of care provided to patients. Furthermore, the synergy among these ways of knowing contributes to a holistic and patient-centered approach to healthcare, aligning with the profession’s core values and principles.

Understanding the interplay of these ways of knowing is particularly pertinent in the 21st-century healthcare landscape. As healthcare continues to evolve with advancements in technology, changing demographics, and shifting societal expectations, nurses must adapt to meet the evolving needs of patients and communities (Whalen, 2023). Each way of knowing contributes uniquely to the nursing profession, providing valuable insights and perspectives that enrich patient care.

In light of these ongoing changes and developments in healthcare, nurses are challenged to revisit and reevaluate these ways of knowing. By doing so, they can ensure that their practice remains aligned with the latest research findings and evidence-based guidelines (Smith et al., 2022). Embracing a holistic approach to knowledge allows nurses to remain nimble and adaptable while upholding their commitment to delivering compassionate, patient-centered, and evidence-based care.

Conclusion

In conclusion, the exploration of ways of knowing in nursing underscores the complexity and interconnectedness inherent in nursing practice. The foundational recognition by Florence Nightingale of the pivotal role of knowledge in nursing has paved the way for a profound understanding of how different dimensions of knowledge contribute to the nursing profession. Carper’s identification of empirical, aesthetic, personal, and ethical knowing, complemented by Chinn and Kramer’s addition of emancipatory and sociopolitical knowing, has provided nurses with a comprehensive framework for delivering patient-centered care.

These ways of knowing do not operate in isolation but rather converge and interact dynamically in the ever-evolving practice of nursing. Nurses skillfully draw upon empirical knowledge to make evidence-based decisions, employ aesthetic knowing to forge meaningful connections with patients, engage in personal knowing to address biases and values, and apply ethical knowing to navigate complex moral quandaries. Emancipatory knowing empowers nurses to be advocates for social justice, while sociopolitical knowing equips them to understand the broader societal context shaping healthcare.

In the 21st century, the nursing profession is continually transformed by technological advancements, demographic shifts, and evolving healthcare paradigms. As nurses navigate these intricate challenges, it becomes imperative to reassess and reevaluate these ways of knowing, incorporating the latest research findings and emerging developments in the field. By embracing a holistic approach to knowledge, nurses can remain adaptable and resilient, delivering care that is both compassionate and evidence-based, thus upholding the core values of the nursing profession. In this ongoing journey, nurses pay homage to the legacy of Florence Nightingale and continue the noble pursuit of excellence in nursing practice.

References

Beauchamp, T. L., & Childress, J. F. (2019). Principles of biomedical ethics (8th ed.). Oxford University Press, USA.

Beckett, C. D. (2021). The evidence-based practice certificate and the nursing professional development evidence-based practice Academy. Journal for Nurses in Professional Development37(4), 189-191. https://doi.org/10.1097/nnd.0000000000000772

Betriana, F., Kongsuwan, W., & Mariyana, R. (2022). Aesthetics in nursing practice as experienced by nurses in Indonesia: A phenomenological study. Belitung Nursing Journal8(1), 20-27. https://doi.org/10.33546/bnj.1958

Campbell, T. D., Penz, K., Dietrich-Leurer, M., Juckes, K., & Rodger, K. (2018). Ways of knowing as a framework for developing reflective practice among nursing students. International Journal of Nursing Education Scholarship15(1). https://doi.org/10.1515/ijnes-2017-0043

Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science1(1), 13-24. https://doi.org/10.1097/00012272-197810000-00004

Carter, A. G., Creedy, D. K., & Sidebotham, M. (2019). The interplay of ways of knowing in midwifery practice: A sociocultural perspective. Midwifery, 74, 41-47.

Chinn, P. L., & Kramer, M. K. (2018). Knowledge development in nursing: Theory and process (10th ed.). Elsevier.

De Kock, J. H., Latham, H. A., Leslie, S. J., Grindle, M., Munoz, S., Ellis, L., Polson, R., & O’Malley, C. M. (2021). A rapid review of the impact of COVID-19 on the mental health of healthcare workers: Implications for supporting psychological well-being. BMC Public Health21(1). https://doi.org/10.1186/s12889-020-10070-3

Forough Rafii, Alireza Nikbakht Nasrabadi, & Fereshteh Javaheri Tehrani. (2021). How nurses apply patterns of knowing in clinical practice: A grounded theory study. Ethiopian Journal of Health Sciences31(1). https://doi.org/10.4314/ejhs.v31i1.16

Graham, M. M. (2022). Navigating professional and personal knowing through reflective storytelling amidst COVID-19. Journal of Holistic Nursing40(4), 372-382. https://doi.org/10.1177/08980101211072289

Gregory, D. D., Stichler, J. F., & Zborowsky, T. (2022). Adapting and creating healing environments: Lessons nurses have learned from the COVID-19 pandemic. Nurse Leader20(2), 201-207. https://doi.org/10.1016/j.mnl.2021.10.013

Higginbottom, G. M., Safipour, J., Yohani, S., O’Brien, B., Mumtaz, Z., Paton, P., Chiu, Y., & Barolia, R. (2019). An ethnographic investigation of the maternity healthcare experience of immigrants in rural and urban Alberta, Canada. BMC Pregnancy and Childbirth16(1). https://doi.org/10.1186/s12884-015-0773-z

Hou, Y., Timmins, F., Zhou, Q., & Wang, J. (2021). A cross-sectional exploration of emergency department nurses’ moral distress, ethical climate and nursing practice environment. International Emergency Nursing55, 100972. https://doi.org/10.1016/j.ienj.2021.100972

Kagan, P. N., Smith, M. C., Cowling III, W. R., & Chinn, P. L. (2010). A nursing manifesto: An emancipatory call for knowledge development, conscience, and praxis. Nursing Philosophy11(1), 67-84. https://doi.org/10.1111/j.1466-769x.2009.00422.x

Kolluri, S., Stead, T. S., Mangal, R. K., Coffee, R. L., Littell, J., & Ganti, L. (2022). Telehealth in response to the rural health disparity. Health Psychology Research10(3). https://doi.org/10.52965/001c.37445

Mason, D. J., Perez, A., McLemore, M. R., & Dickson, E. (2020). Policy & politics in nursing and health care – E-book. Elsevier Health Sciences.

Muradov, O., Petrovskaya, O., & Papathanassoglou, E. (2021). Effectiveness of cognitive interventions on cognitive outcomes of adult intensive care unit survivors: A scoping review. Australian Critical Care34(5), 473-485. https://doi.org/10.1016/j.aucc.2020.11.001

Smith, L., Amlȏt, R., Lambert, H., Oliver, I., Robin, C., Yardley, L., & Rubin, G. (2020). Factors associated with adherence to self-isolation and lockdown measures in the UK: A cross-sectional survey. Public Health187, 41-52. https://doi.org/10.1016/j.puhe.2020.07.024

Thorne, S. (2020). Rethinking Carper’s personal knowing for 21st century nursing. Nursing Philosophy21(4). https://doi.org/10.1111/nup.12307

Whalen, M. (2023). Transforming evidence-based practice education in nurse residency programs: A call to action. Nursing Outlook71(3), 101959. https://doi.org/10.1016/j.outlook.2023.101959

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Role Transition from Student to Nurse Essay Free Sample

Role Transition from Student to Nurse Essay Free SampleIntroduction

Transitioning from a student nurse to a newly registered nurse is a significant milestone in one’s healthcare career. This transition is not merely a change in job title; it marks the evolution from a learner to an autonomous practitioner. The process can be both exciting and challenging, as it entails taking on greater responsibilities and making clinical decisions that directly impact patient care. Newly registered nurses have to assume greater responsibilities and make clinical decisions that directly impact patient well-being. The essay will explore the multifaceted dimensions of this transition, with a focus on the pivotal role played by support systems in navigating this transformative path with confidence and competence.

Navigating Imposter Syndrome During the Transition

Imposter syndrome is a pervasive challenge that affects many individuals as they make the critical transition from student nurse to newly registered nurse. It is characterized by a deep-seated self-doubt and a persistent fear of being exposed as inadequate (Clance & Imes, 1978). The impact of imposter syndrome on this transition period cannot be overstated, as it has the potential to significantly undermine one’s confidence and job performance in the early stages of a nursing career (Freeman et.al, 2022).

Imposter syndrome often manifests when individuals are confronted with new and demanding responsibilities, such as those encountered during the transition from student to nurse. It is vital to recognize that imposter syndrome is not unique to nursing; it is a phenomenon experienced across various professions (Freeman et.al, 2022). However, its presence in nursing is particularly noteworthy due to the critical nature of healthcare and the potential implications for patient safety and care quality.

To navigate imposter syndrome effectively, it is crucial to implement strategies that can mitigate its negative effects. One such strategy is self-reflection, which allows nurses to recognize their own achievements and acknowledge their competence (Feenstra et.al., 2020). Additionally, creating a supportive and open work environment where nurses feel comfortable discussing their doubts and fears can help alleviate imposter syndrome (Law & Chan, 2015). This can be facilitated through mentorship and peer support programs, where experienced nurses share their own experiences with imposter syndrome and provide guidance to newly registered nurses.

Furthermore, education and awareness programs should be integrated into nursing curricula to proactively address imposter syndrome during the student-to-nurse transition (Fida et al., 2018). Such programs can provide students with tools to recognize and manage imposter syndrome before it adversely impacts their professional growth. This proactive approach can lead to a more confident and competent nursing workforce.

The Crucial Role of Mentorship in the Transition to a Newly Registered Nurse

The transition from a student nurse to a newly registered nurse is a significant turning point in one’s nursing career, marked by a shift in support systems that play a pivotal role in this transformation. During this process, the guidance and assessment provided by practice supervisors or assessors, which were integral during the student nurse phase, evolve into a new support dynamic centered around the preceptorship model. This shift is essential for helping newly registered nurses navigate the complexities of their roles and ensuring a seamless transition from theory to practice (Kreedi, Brown & Marsh, 2022).

Mentorship through the preceptorship model offers several advantages to newly registered nurses. First and foremost, preceptors are experienced professionals who possess a deep understanding of the clinical setting, patient care, and the healthcare system as a whole (Hoot, 2020). Their expertise serves as a valuable resource for novice nurses, offering insights, knowledge, and real-world experience that textbooks cannot fully provide.

Effective communication between the newly registered nurse and their preceptor is at the core of this mentorship model (Gholizadeh et al., 2022). Regular and open communication channels foster a collaborative learning environment where questions can be asked, challenges can be addressed, and experiences can be shared. This communication is a two-way street, as preceptors also benefit from the opportunity to gain fresh perspectives and insights from their mentees, promoting a continuous learning culture within the healthcare facility (Kakyo, Xiao & Chamberlain, 2021).

Feedback mechanisms within the preceptorship model are instrumental in refining nursing skills and enhancing clinical decision-making abilities. Constructive feedback from preceptors allows newly registered nurses to identify areas for improvement and build on their strengths (Jones et al., 2021). This iterative process of assessment and feedback is invaluable for professional growth and competence development.

While preceptorship is the primary model for mentorship during this transition, it’s important to note that mentorship and support systems can extend beyond the immediate preceptor-novice nurse relationship. Peer support, where newly registered nurses connect with their colleagues who have recently undergone the same transition, can provide additional insights and emotional support (Cowin & Hengstberger-Sims, 2006). Professional organizations and nursing associations also offer mentorship programs and resources to assist nurses in their transition to practice.

Embracing Supernumerary Status: A Gradual Transition to Nursing Practice

In the journey from student nurse to a newly registered nurse, understanding the concept of supernumerary status is a pivotal aspect of the transition. As a newly registered nurse, you may find yourself in the unique position of being considered supernumerary for a specified period, which carries significant implications for your professional growth and development. This status designates you as a protected learner within the healthcare environment, enabling you to focus on learning and honing your skills without the immediate burden of full patient care responsibilities (Nursing and Midwifery Council, 2018).

Supernumerary status is designed to facilitate a gradual and structured transition into the role of a newly registered nurse. It offers a supportive framework that allows you to adapt to your new responsibilities at a manageable pace, reducing the pressure often associated with the initial days of independent nursing practice (Jokelainen et al., 2011). This gradual transition can alleviate anxiety and enhance your confidence as you gain experience and familiarity with your role.

One of the key advantages of supernumerary status is the additional opportunities it affords for learning and skill development. Freed from the immediate demands of patient care, you have the flexibility to engage in educational activities, attend training sessions, and seek out learning experiences that align with your individual learning needs (Ahrari et al., 2021). This not only contributes to your personal and professional growth but also enhances your ability to provide safe and effective patient care in the long run.

Supernumerary status also allows you to observe and learn from experienced colleagues in a supportive environment. You can shadow more experienced nurses, observe their clinical decision-making processes, and gain insights into best practices and critical thinking skills (Quek & Shorey, 2018). This observational learning can be a powerful tool for developing your own clinical judgment and decision-making abilities.

Moreover, supernumerary status promotes a culture of continuous learning and improvement within the healthcare facility. It encourages collaboration between newly registered nurses and their preceptors or mentors, fostering an environment where questions are welcomed, and knowledge is shared (Kreedi, Brown & Marsh, 2022). This collaborative approach not only benefits your own development but also contributes to a culture of excellence in patient care.

Continuing Education and Resources for Autonomous Nursing Practice

As you make the critical transition from a student nurse to a newly registered nurse, it is essential to recognize that support for your development extends beyond the immediate guidance of preceptors and supervisors. In this section, we explore additional resources and avenues that can significantly contribute to your successful transition and growth as an autonomous nursing practitioner.

One key resource for ongoing development is participation in education and training programs. These programs offer an opportunity to expand your knowledge, refine your clinical skills, and stay abreast of the latest advancements in nursing practice. Continuing education can take various forms, including workshops, seminars, and online courses, all of which provide valuable insights and practical knowledge (Anderson & Levinson, 2019). These educational opportunities empower you to deepen your expertise in specific areas of nursing and enhance your overall competence.

Access to clinical guidelines and evidence-based practice resources is another vital aspect of your transition. These guidelines serve as a compass, offering evidence-based recommendations and best practices to guide your clinical decision-making (Melnyk & Fineout-Overholt, 2018). They provide a framework for delivering safe and effective care to patients while ensuring that your practice aligns with the latest standards and research findings.

Reflective practice and self-assessment are indispensable tools for your professional growth. Taking time for introspection and self-evaluation allows you to identify areas for improvement and recognize your strengths (Johns, 2022). Engaging in reflective practice can lead to enhanced critical thinking skills and better clinical decision-making. Furthermore, self-assessment helps you set personal goals and track your progress as you evolve into an autonomous practitioner.

Staying current with best practices and evidence-based research is vital for your development as an autonomous nurse. Nursing is a dynamic field, constantly evolving with new research findings and innovative technologies. Continuous learning ensures that you provide the highest quality care to your patients, adapt to changing healthcare environments, and maintain your competence throughout your career (Levett-Jones et al., 2019). It is also crucial for maintaining professional licensure and meeting continuing education requirements (Aungst et al., 2019).

Conclusion

In conclusion, the transition from student nurse to newly registered nurse is a significant milestone in your nursing career, marked by personal and professional growth. Throughout this transformative journey, you encounter various challenges, including imposter syndrome, evolving support systems, and the need to embrace supernumerary status (Freeman et.al, 2022; Kreedi, Brown & Marsh, 2022; Nursing and Midwifery Council, 2018). Understanding and utilizing feedback, seeking various forms of support, and engaging in continuous education are key strategies for developing autonomy and clinical decision-making skills (Jones et al., 2021). By recognizing the significance of these aspects and proactively incorporating them into your practice, you can confidently navigate this critical phase and contribute effectively to patient care, becoming an autonomous and skilled nursing practitioner ready to make a meaningful impact on the healthcare landscape.

References

Ahrari, S., Heshmati-Nabavi, F., & Toghian-Chaharsoughi, N. (2021). Strategies to improve clinical confidence in nursing students’ C: A narrative review. Journal of Medical Education and Developmenthttps://doi.org/10.18502/jmed.v16i2.7144

Clance, P. R., & Imes, S. A. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241-247.

Cowin, L. S., & Hengstberger-Sims, C. (2006). New graduate nurse self-concept and retention: A longitudinal survey. International Journal of Nursing Studies43(1), 59-70. https://doi.org/10.1016/j.ijnurstu.2005.03.004

Feenstra, S., Begeny, C. T., Ryan, M. K., Rink, F. A., Stoker, J. I., & Jordan, J. (2020). Contextualizing the impostor “Syndrome”. Frontiers in Psychology11https://doi.org/10.3389/fpsyg.2020.575024

Fida, R., Laschinger, H. K., & Leiter, M. P. (2018). The protective role of self-efficacy against workplace incivility and burnout in nursing. Health Care Management Review43(1), 21-29. https://doi.org/10.1097/hmr.0000000000000126

Freeman, K. J., Houghton, S., Carr, S. E., & Nestel, D. (2022). Measuring impostor phenomenon in healthcare simulation educators: A validation of the Clance impostor phenomenon scale and Leary Impostorism scale. BMC Medical Education22(1). https://doi.org/10.1186/s12909-022-03190-4

Gholizadeh, L., Shahbazi, S., Valizadeh, S., Mohammadzad, M., Ghahramanian, A., & Shohani, M. (2022). Nurse preceptors’ perceptions of benefits, rewards, support, and commitment to the preceptor role in a new preceptorship program. BMC Medical Education22(1). https://doi.org/10.1186/s12909-022-03534-0

Hoot, T. (2020). Nursing student success: Essential preceptor characteristics. INTED Proceedingshttps://doi.org/10.21125/inted.2020.0772

Johns, C. (2022). Becoming a reflective practitioner. John Wiley & Sons.

Jokelainen, M., Turunen, H., Tossavainen, K., Jamookeeah, D., & Coco, K. (2011). A systematic review of mentoring nursing students in clinical placements. Journal of Clinical Nursing20(19-20), 2854-2867. https://doi.org/10.1111/j.1365-2702.2010.03571.x

Jones, A., Blake, J., Adams, M., Kelly, D., Mannion, R., & Maben, J. (2021). Interventions promoting employee “speaking-up” within healthcare workplaces: A systematic narrative review of the international literature. Health Policy125(3), 375-384. https://doi.org/10.1016/j.healthpol.2020.12.016

Kakyo, T. A., Xiao, L. D., & Chamberlain, D. (2021). Benefits and challenges for hospital nurses engaged in formal mentoring programs: A systematic integrated review. International Nursing Review69(2), 229-238. https://doi.org/10.1111/inr.12730

Kreedi, F., Brown, M., & Marsh, L. (2022). The experience of the transition from a student nurse to a registered nurse of kuwaiti newly graduated registered nurses: A qualitative study. Healthcare10(10), 1856. https://doi.org/10.3390/healthcare10101856

Law, B. Y., & Chan, E. A. (2015). The experience of learning to speak up: A narrative inquiry on newly graduated registered nurses. Journal of Clinical Nursing24(13-14), 1837-1848. https://doi.org/10.1111/jocn.12805

Levett-Jones, T., Cant, R., & Lapkin, S. (2019). A systematic review of the effectiveness of empathy education for undergraduate nursing students. Nurse Education Today75, 80-94. https://doi.org/10.1016/j.nedt.2019.01.006

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Wolters Kluwer.

Nursing and Midwifery Council. (2018). Standards for student supervision and assessment. Retrieved from https://www.nmc.org.uk/globalassets/sitedocuments/standards/2023-pre-reg-standards/new-vi/standards-for-student-supervision-and-assessment.pdf

Quek, G. J., & Shorey, S. (2018). Perceptions, experiences, and needs of nursing preceptors and their Preceptees on preceptorship: An integrative review. Journal of Professional Nursing34(5), 417-428. https://doi.org/10.1016/j.profnurs.2018.05.003

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide ExampleC922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education

C922 NURS 6005: Emerging Trends and Challenges in 21st Century Nursing Education Assignment Brief

Assignment Instructions Overview

This assignment requires students to propose the integration of emerging technology into the curriculum of “The Role of the BSN Nurse in Promoting Community Health.” The objective is to identify an educational technology that enhances nursing education and aligns with professional recommendations. The proposal must be supported by a literature review using five peer-reviewed articles, an assessment of the current technology gap, stakeholder collaboration strategies, and a force field analysis for implementation. Students will also apply a change theory to justify their proposed curricular update and discuss potential barriers and facilitators of change.

Understanding Assignment Objectives

This task is designed to develop critical competencies in recognizing emerging educational trends, proposing effective nursing education strategies, and initiating organizational change within academic settings. The assignment emphasizes evidence-based decision-making and strategic implementation of technology to enhance nursing education outcomes.

The Student’s Role

Students will assume the role of an academic nurse educator, responsible for evaluating current technological challenges in nursing education, conducting a literature review, performing a needs-gap analysis, and collaborating with key stakeholders. The proposal should include a clear rationale for technology integration, an analysis of implementation factors, and strategies to overcome resistance. Additionally, students must use a structured, well-referenced format to ensure clarity and academic rigor.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

Emerging Trends in Nursing Education – C922Emerging Trends and Challenges in 21st Century Nursing Education

Executive Summary

The landscape of nursing education has undergone a significant transformation in the 21st century, driven by the integration of technology to enhance educational delivery, learning experiences, and student success. One of the most effective curricular technologies proposed for the Community Health course is the Lippincott Solutions platform. This platform fosters evidence-based learning, enhances institutional reputation, and strengthens the overall nursing education infrastructure. Compared to other technologies like Zoom for Education, Lippincott Solutions enables learners to interact with a standardized and research-driven curriculum, equipping them with the necessary skills for contemporary nursing practice.

However, despite its numerous advantages, challenges exist. Students with limited financial resources may struggle to access the platform, creating disparities in educational benefits. Additionally, institutional stakeholders, including administrators, educators, learners, and IT specialists, must align efforts for successful implementation. The adoption of Lippincott Solutions follows Lewin’s Change Theory, which involves the stages of unfreezing, change, and refreezing. This structured approach ensures a smooth transition and effective integration into the curriculum. Beyond improving learning outcomes, the implementation of Lippincott Solutions prepares nursing students for technologically advanced healthcare environments, ensuring seamless adaptation to digital tools in clinical settings.

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Literature Review

Research Findings and Support for Proposal

Nursing education is experiencing a paradigm shift where traditional classroom settings are increasingly replaced with blended learning models. According to Delungahawatta et al. (2022), integrating technology into nursing education enhances instructional quality, accessibility, and engagement. Additionally, McCutcheon et al. (2018) emphasizes that digital learning facilitates e-learning by leveraging handheld devices, reducing geographical barriers, and promoting flexible learning opportunities.

Further research by Santo et al. (2022) indicates that institutions implementing online learning models reduce commute-related costs for students and ensure uninterrupted access to educational materials. While some institutions fully transition to online learning, others adopt a blended approach to maintain an interactive educational environment. Similarly, Rouleau et al. (2017) and Delungahawatta et al. (2022) highlight that integrating mobile applications into nursing curricula enhances cognitive development and learning efficiency compared to traditional lecture-based methods.

Additionally, Ongor and Uslusoy (2023) emphasize that digital learning platforms promote inclusive education by catering to diverse student needs. Advanced technologies allow educators to modify learning objectives, develop course content, and implement visual aids, simulations, and multimedia resources. This technological evolution in nursing education ultimately strengthens the profession and improves patient care quality.

Need for Further Research and Development

While technological advancements enhance nursing education, they also introduce challenges related to pedagogical adaptation. According to Rouleau et al. (2017), the rapid evolution of digital tools may lead to gaps in instructional methodologies, requiring ongoing faculty development and curriculum revision. Moreover, McCutcheon et al. (2018) points out that mobile learning tools are underutilized in community health courses, limiting students’ ability to access critical public health resources. To address these gaps, institutions must train educators on innovative teaching modalities to optimize technology integration.

Another prevalent issue is the generational divide in digital literacy. Younger nursing students, accustomed to technology, adapt easily, whereas older students may struggle with e-learning platforms. Institutions must implement comprehensive digital literacy training programs to bridge this gap and ensure equitable access to technological resources.

Needs Assessment

A systematic needs assessment is essential to ensure the effective integration of curricular technology into nursing education. This process involves analyzing current educational challenges, evaluating technology gaps, and aligning implementation strategies with institutional goals.

Need-Gap Analysis

As the nursing curriculum evolves, there is a growing need for standardized technological solutions to support educational delivery. Many institutions struggle with an overloaded undergraduate curriculum and require streamlined digital resources to facilitate efficient learning transitions. Conducting stakeholder surveys and evaluating prior learning methodologies will help identify the specific needs of the Community Health course and address existing curriculum gaps (Penuel et al., 2020). Stakeholder engagement is crucial in determining the current state of nursing education and the optimal technology required for improvement.

Collaboration with Stakeholders

Successful implementation of curricular technology requires collaboration among key stakeholders, including institutional administrators, nurse educators, learners, and IT specialists.

Institution Administration

Administrators play a vital role in budget allocation, resource management, and policy implementation to support technological advancements in nursing education.

Nurse Educators

Nurse educators help identify gaps in the current curriculum and facilitate technology integration to enhance student learning experiences.

Learners

Students are primary beneficiaries of curricular technology. Their diverse learning needs, digital literacy levels, and engagement with technology must be assessed to ensure successful adoption.

Information Technology Personnel

IT specialists oversee the technical implementation, system maintenance, and user support necessary for effective technology integration.

Collaboration Methods

A combination of effective communication and task-oriented collaboration is essential for project success. According to Penuel et al. (2020), structured communication plans, including weekly meetings, email updates, and stakeholder feedback sessions, enhance engagement and project efficiency. Additionally, employing a transformational leadership approach fosters inclusivity and encourages stakeholder commitment.

Current Technology Challenges

Current and Emerging Technologies

The primary technologies used in nursing education include Zoom for Education and Lippincott Solutions (Table 1).

Technology Advantages Disadvantages
Zoom for Education Enhances remote learning, fosters student engagement, and supports hybrid learning models Requires stable internet access; may present learning curve for new users
Lippincott Solutions Provides standardized, evidence-based nursing curriculum; supports critical thinking development Requires financial investment; periodic maintenance may limit access

 

Current State of Technology Challenges

  1. Accessibility and Infrastructure

Many institutions lack the necessary technical infrastructure, leading to digital disparities among students. Limited internet access, lack of technical support, and outdated digital tools create barriers to equal learning opportunities.

  1. High Cost of Textbooks and Journals

The financial burden of nursing education is a significant challenge, with many students struggling to afford costly textbooks and research materials (Santo et al., 2022).

  1. Textbook Bulkiness and Information Overload

Physical textbooks are cumbersome and limit students’ ability to access real-time, updated research. Digital platforms like Lippincott Solutions address this issue by streamlining content and integrating interactive learning materials.

Overcoming Challenges

Implementing Lippincott Solutions can address these challenges by standardizing nursing education, reducing costs, and enhancing accessibility (Nettina, 2019). The platform provides affordable access to digital learning materials, encourages evidence-based research, and supports student competency development.

Summary of Curricular Technology Needs Assessment

Integrating Lippincott Solutions into the nursing curriculum will significantly enhance student learning experiences, competency, and critical thinking skills. This platform fosters an evidence-based, student-centered learning environment, supporting both theoretical knowledge and clinical application. By implementing structured digital learning strategies, nursing institutions can ensure students acquire the essential skills needed for modern healthcare practice, thereby improving patient safety and overall healthcare quality (Rouleau et al., 2017).

Stakeholder Consensus

The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.

Additionally, stakeholder engagement ensured the inclusion of diverse perspectives, enhancing the feasibility and acceptance of the proposed integration. Regular meetings, surveys, and workshops were conducted to facilitate a participatory approach, ensuring that faculty members, administrators, and students had an opportunity to express concerns and provide insights into optimizing the implementation process.

Literature Review Summary

Table 1 presents a summary of key studies that support the integration of e-learning and blended learning technologies in nursing education.

Table 1: Literature Review Summary

First Author (Pub. Year) Title Purpose Context Findings Relevance Strength of Evidence
McCutcheon (2018) Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial. Assess learning outcomes for nursing students using blended learning versus online learning. Nurse learners in Ireland’s higher learning institutions. Blended learning was more effective than online learning due to its ability to cater to individual needs. Demonstrates the importance of both online and traditional learning to meet diverse learning needs. Level II
Ongor (2023) The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study. Assess the impact of multimedia teaching materials on students’ motivation and achievement. Nursing students. Multimedia enhances nursing education by integrating practical learning more effectively than traditional methods. Shows that multimedia-based e-learning improves academic success. Level II
Rouleau (2017) Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative, and mixed studies reviews (protocol). Evaluate how e-learning affects continuing nursing students. Nurses in continuing education. E-learning influences knowledge, reactions, and skills, particularly in the first two levels of the Kirkpatrick model. Helps identify factors influencing continuing students’ acceptance of e-learning. Level I
Santo (2022) The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction. Assess the role of emotions in e-learning satisfaction. Italian undergraduate nursing students. Learners’ emotions significantly impact e-learning satisfaction. Provides insights into how emotions shape the e-learning experience. Level IV
Delungahawatta (2022) Advances in e-learning in undergraduate clinical medicine: A systematic review. Explore the effectiveness of active e-learning in nursing education. Undergraduate nursing students. Integrating e-learning programs in nursing academic settings enhances learners’ success. Highlights the importance of evidence-based active learning strategies in e-learning. Level I

 

Curriculum Technology Need-Gap Analysis

Table 2 highlights the gap between the current and desired technologies in nursing education and the necessary action steps.

Table 2: Curriculum Technology Need-Gap Analysis

Current Curriculum Technology Desired Curriculum Technology Need-Gap Action Steps to Meet the Need-Gap
Printed journals and articles Lippincott Solutions program to support blended learning and evidence-based research. Lack of an interactive, digital knowledge repository that promotes cognition and critical thinking. Purchase Lippincott Solutions, hire IT personnel for training, train all users, and conduct annual training.
Textbooks Zoom for educators (supports messaging, webinars, virtual conferences, and meetings). Need for real-time collaboration and engagement. Order Zoom for Educators, hire IT personnel for training, train users, and conduct annual training.

 

Force Field Analysis

Table 3 outlines the driving and restraining forces affecting the integration of Lippincott Solutions.

Table 3: Force Field Analysis

Forces for Curriculum Proposal Curriculum Proposal Forces Against Curriculum Proposal
Offers an evidence-based practice platform Lippincott Solutions implementation proposal Implementation cost
Provides a standardized curriculum High expenses for resources and training
Supports training for learners, educators, and the nursing school Resistance from faculty and students

 

Organizational Factors and Forces to Consider

The organization factors will include internal and external factors.

Internal Factors

The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.

Additionally, resistance to technology adoption within the institution may pose a challenge. Some educators and staff members may feel overwhelmed by the transition, particularly if they are unfamiliar with e-learning technologies. To mitigate this, comprehensive training sessions, mentorship programs, and a phased implementation strategy will be employed to ensure a smooth transition.

External Factors

The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.

Further, government policies and evolving healthcare regulations may influence the adoption process. Compliance with legal and ethical standards, such as data privacy laws and educational accreditation requirements, must be ensured to maintain the credibility and acceptance of the Lippincott Solutions platform.

References

Delungahawatta, T. (2022). Advances in e-learning in undergraduate clinical medicine: A systematic review.

McCutcheon, K. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.

Ongor, H. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.

Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2020). Organizing research and development at the intersection of learning, implementation, and design.

Rouleau, G. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative, and mixed studies reviews (protocol).

Santo, L. (2022). The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.

Detailed Assessment Instructions for the C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Assignment

WGU Performance Assessment

MKP3 MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION

EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION – C922

PRFA- MKP3

TASK OVERVIEW

SUBMISSIONS

EVALUATION REPORT

COMPETENCIES

7057.1.1: Recognize Educational Developments

The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.

7057.1.2: Propose Nursing Education Strategies

The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.

7057.1.3: Initiate Change

The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.

INTRODUCTION

Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market. I

For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.

Note: You must submit and pass C921 before submitting the task in C922.

REQUIREMENTS

https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview

DHA

1/11

2/6/24, 1:43 PM

WGU Performance Assessment

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.”

  1. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.

Note: The executive summary is written after you have completed your proposal.

  1. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
  2. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
  3. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
  4. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
  5. Complete a needs assessment and examine the current technology challenges by doing the following:
  6. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”.
  7. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
  8. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
  9. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.”
  10. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
  11. Explain how you will overcome the three challenges from part C3.
  12. Summarize your findings of the curricular technology needs assessment. https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview
  13. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
  14. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
  15. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
  16. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
  17. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
  18. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
  19. Identify a change theory appropriate for your technology integration and adoption.
  20. Justify the selected change theory from part D2.
  21. Describe potential resistance and barriers to the technology change.
  22. Discuss how you plan to implement the change theory identified in part D2.
  23. Write a conclusion focusing on the impact and significance of your proposal by doing the following:
  24. Discuss the purpose and rationale of your proposal.
  25. Explain how your proposal fills the identified curriculum needs gap.
  26. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
  27. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  28. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! -_.'()

File size limit: 200 MB

 

 

  1. The task is hypothetical, use your creativity and imagination.  You do not have to really meet with a preceptor and stakeholders.  Yes, you are making this up.
  2. We encourage students to start with section C and complete section A-Executive summary last.
  3. There are a ton of readings in the course so pace it out over time.  Unit 5 is about the change theory which is important for this course and the Field Experience/CapStone
  4. Pick a change theory to use in section D. You can use a change theory that you may have used in a previous course, like Lewin’s Theory. Get familiar with that theory and use it again for your FE/CS.
  5. For C discuss the actual steps taken to determine the gap.  This is the discussion of the information placed in Table 2.  Insert the Table into this section of the paper.  Table 2 includes the current technology, desired technology, the needs gap (what you want), and the Action Steps to get there (the plan of action).C1a identify the internal stakeholders and discuss the role they will have in implementing the curriculum/technology change.  C1b- least two methods of collaboration that could be used with the interprofessional team, how each method could be used, and why each method would be effective. C2, I encourage students to compare the current and desired technology that you put in your needs gap table.  It can be 2 current or 2 emerging, or 1 current and 1 emerging.  C2 is a discussion and separate from Table 2.    For section C3, discuss the current/old state of the technology and challenges.  For example, if the current state of technology is using an online learning management system (Canvas, Blackboard) a student may not feel comfortable with online quizzing because they are used to paper and pencil-based exams. That would be an issue related to the student learning style.  
  6. Section B is the literature review.  B1 says to provide five credible sources published in the last five years that are “relevant to your curriculum proposal project”.  That means your specific technology- not in general. Make sure all 5 articles are discussed.  You want to synthesize and look for common themes using all 5 articles.  
  7. For section D, note there is a difference between forces and factors. 11.  You will find a discussion of internal and external organizational factors.  As for the forces in D1b and D1c these are the forces that you have identified in your force field analysis. Discuss three that will facilitate change and three that may impede the proposed change.

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Outline

[Title of Your Curriculum Technology Proposal]

Literature Review

Research Findings and Support of Proposal

Need for Further Research or Development

Needs Assessment

Need-Gap Analysis

Collaboration with Stakeholders

Current Technology Challenges

Current or Emerging Technologies

Technology Challenges

Overcoming Challenges

Summary of Curricular Technology Needs Assessment

Stakeholder Consensus

Factors and Forces to Consider

Organizational Factors

Forces for Integration

Challenges to Integration

Change Theory

Justification of Change Theory

Potential Resistance to the Technology

Plans to Implement Change Theory

Conclusion

References

 

Table 1
Literature Review Summary Table
First Author (Pub.Year) Title Purpose Context Findings Relevance Strength of Evidence
Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

Level of evidence:

 

Strengths:

 

Weaknesses:

 

 

 

Table 2

Curriculum Technology Need-Gap Analysis

Current CurriculumTechnology Desired CurriculumTechnology Need-Gap Action Steps to Meet the Need-Gap

 

 

 

Table 3

ForceField Analysis

Forces for

curriculum proposal

Curriculum proposal Forces againstcurriculum proposal
 

 

 

 

 

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Nurses Role in Medication Management Nursing Essay

Introduction

Nurses Role in Medication Management Essay PaperNurses play a vital and diverse role when it comes to managing medications. This involves a broad spectrum of duties that directly impact patient safety and the overall quality of healthcare delivery. Indeed, the role of nurses in medication management is multifaceted, encompassing both legal and ethical considerations. Nurses bear a dual responsibility anchored in a framework of legal regulations and ethical principles that guide their practice, particularly when it comes to the intricate task of managing medications. These responsibilities extend beyond the confines of their duty hours, requiring unwavering commitment to adhering to specific guidelines defining their scope of practice, as delineated by the American Nurses Association in 2021. This comprehensive scope meticulously outlines what nurses can and cannot do, specifying their competencies, responsibilities, and qualifications.

The content of this paper delves into the multifaceted responsibilities of nurses in medication management, addressing legal and ethical considerations, the importance of medication safety, mathematical calculations, the application of the nursing process, the influence of regulatory bodies, and the transformative impact of Quality and Safety Education for Nurses (QSEN).

Legal and Ethical Considerations

In the world of healthcare, nurses have a dual responsibility: one that is anchored in both the legal framework and ethical principles that guide their profession, particularly when it comes to managing medications. These obligations extend to all moments, whether they’re on duty or off duty. It’s all about adhering closely to the specific guidelines that define their scope of practice, as outlined by the American Nurses Association in 2021. This scope sets out what nurses can and cannot do, specifying their competencies, responsibilities, and qualifications.

One significant facet of a nurse’s role in medication management is administering Over the Counter (OTC) medications. This often demands an in-depth understanding of these non-prescription drugs, as explained by Hood in 2018. Let’s take Nurofen, for example, a commonly used OTC pain reliever containing ibuprofen as its active ingredient, as described by Moore et al., (2015). Handling such medications brings up various legal and ethical issues, particularly when caring for vulnerable patient groups.

Elderly patients, for instance, deserve special attention due to their heightened vulnerability to the side effects of medications like ibuprofen, as highlighted by Moore et al., (2015). When dealing with this demographic, nurses need to be extra cautious and consider the potential for adverse events. Similarly, patients with kidney or liver problems add another layer of complexity, demanding careful assessment and monitoring to prevent any harm, as discussed by Hood in 2018.

Additionally, nurses must be acutely aware of possible drug interactions, especially when giving ibuprofen to patients who are also taking other non-steroidal anti-inflammatory drugs or medications that might worsen underlying conditions. Such interactions can lead to unwanted consequences like worsened asthma, rhinitis, or urticaria. This underscores the importance of a comprehensive understanding of the patient’s medication history and potential contraindications.

Furthermore, nurses are bound by ethical principles that shape their practice, such as autonomy, beneficence, and non-maleficence, as laid out by the American Nurses Association in 2021. Autonomy means respecting a patient’s right to make decisions about their medications and ensuring they are well-informed about the potential risks and benefits. Beneficence urges nurses to act in the best interests of their patients, striving to achieve positive outcomes. Conversely, non-maleficence emphasizes the importance of precise medication administration to prevent adverse effects and errors, aligning with the fundamental principle of “do no harm.”

The Role of Nurses in Medication Safety

Nurses play a crucial role in ensuring medication safety within healthcare settings. The significance of this role cannot be overstated, given the widespread impact of medication errors on patient well-being and healthcare costs. Medication errors have been recognized as a global concern, leading to substantial harm and financial burdens on healthcare systems (Hensher & McGain, 2020). In the United States, in particular, these errors have been associated with a significant number of patient deaths, with a majority of these errors occurring during the prescription-to-administration phase (Institute of Medicine, 2006).

One of the fundamental strategies for mitigating the risks associated with medication administration is the adherence to the “seven rights” of medication administration (Partin, 2006). These seven rights encompass ensuring the right dose, right route, right time, right individual, right medication, right expiration date/effect, and right documentation (Di Simone et al., 2020). Each of these rights plays a crucial role in preventing medication errors and their potential consequences. Neglecting any one of these rights can lead to severe adverse outcomes, including overdose and the administration of incorrect drugs.

To further underscore the importance of these rights, consider a scenario where a nurse overlooks the right route of administration and administers a medication intravenously that was meant to be given orally. Such an error could result in rapid drug absorption, potentially leading to life-threatening consequences. Therefore, it is paramount that nurses remain vigilant and meticulous in adhering to the seven rights at all times.

In addition to the seven rights, nurses must also take steps to verify the identity of the patient, heed safety alerts, and employ the correct administration routes and techniques. Patient identification is a critical step in preventing medication errors, as administering medication to the wrong individual can have severe consequences. Safety alerts, often provided by electronic health record systems or medication administration software, offer valuable information about potential drug interactions, allergies, or contraindications that must be considered before medication administration. Furthermore, the choice of administration route and technique must align with the medication’s prescribed guidelines to ensure efficacy and safety.

Math and Calculations in Drug Safety

Accurate medication dosage calculations are paramount in ensuring patient safety within healthcare settings. Nurses must possess the proficiency to calculate dosages with precision using various mathematical techniques, with dimensional analysis being a fundamental approach (Elonen, et al., 2021). Dimensional analysis is particularly useful for calculating dosages in various forms, including flow rates, oral dosages, and timed calculations.

Dimensional analysis involves breaking down the dosage calculation into its fundamental units and then systematically converting these units to the desired form. For example, when determining the flow rate for an intravenous (IV) infusion, nurses must consider factors such as the volume of medication to be administered, the time it should be infused over, and the calibration of the IV tubing. Accurate calculations are essential to avoid over-infusion or under-infusion, which can lead to adverse effects or therapeutic failure.

In addition to dimensional analysis, nurses must also be adept at handling unit conversions, such as converting grams to milligrams or milliliters to liters. This skill is crucial when dealing with medications provided in different units from those prescribed. Mistakes in unit conversions can result in incorrect dosages and jeopardize patient safety.

Furthermore, nurses should be proficient in working with ratios and fractions as they pertain to medication calculations. Medication orders often require dosage adjustments based on patient-specific factors like age, weight, and condition. Pediatric patients, in particular, demand individualized dosing based on their weight, emphasizing the importance of these mathematical skills (Willihnganz et al., 2019).

Application of the Nursing Process for Safety

The nursing process is a fundamental framework in nursing practice, consisting of five key phases: patient assessment, nursing diagnosis, planning, intervention, and evaluation (Willihnganz et al., 2019). This systematic approach forms the bedrock of patient care and is instrumental in ensuring patient safety, particularly in the context of medication administration.

Patient assessment is the initial and crucial step in the nursing process. It involves gathering comprehensive information about the patient’s health status, including past medication history and allergies (Elonen, et al., 2021). This information is essential to ensure proper medication therapy and to prevent potential complications. Patients may have allergies or sensitivities to specific medications, and overlooking this critical detail can lead to severe allergic reactions or adverse drug events. Moreover, understanding the patient’s medication history, including prior treatments and their outcomes, is vital for making informed decisions about the current medication plan.

Nursing diagnoses, the second phase of the nursing process, play a pivotal role in identifying safety risks related to medication administration. Nurses use their clinical judgment to assess drug interactions, evaluate the potential for adverse effects, and determine the need for antidotes if adverse reactions occur. For instance, recognizing potential interactions between multiple medications a patient is taking is essential in preventing harmful drug-drug interactions. Identifying high-risk patients or populations prone to medication-related complications, such as the elderly or those with specific comorbidities, is also part of nursing diagnosis.

Planning and intervention phases involve developing and implementing a comprehensive care plan based on the information gathered during the assessment and nursing diagnosis phases. This includes setting specific goals for medication therapy, designing strategies to minimize risks, and educating patients about their medications, including potential side effects and adverse reactions. The nursing process provides a structured framework for ensuring that medication administration aligns with best practices and safety protocols.

Finally, the evaluation phase allows nurses to assess the effectiveness of their interventions and the patient’s response to medication therapy. If there are adverse effects or inadequate therapeutic responses, adjustments can be made promptly to ensure patient safety and optimal treatment outcomes.

Regulatory and Governing Bodies’ Role in Patient Safety

Ensuring patient safety in healthcare is not solely the responsibility of healthcare providers but is also overseen and regulated by various governing bodies and agencies. These entities play a pivotal role in setting standards, guidelines, and regulations to safeguard patients from potential harm related to medication errors and other healthcare-related risks.

One of the most prominent regulatory bodies in the United States is the Food and Drug Administration (FDA). The FDA is responsible for approving and monitoring medications, ensuring their safety, efficacy, and quality. The agency’s rigorous review process evaluates the benefits and potential risks of medications before they are available for use in clinical practice. The agency also monitors post-marketing safety data and takes action when adverse events or safety concerns arise (FDA, 2023).

The Centers for Medicare & Medicaid Services (CMS) is another critical player in patient safety, overseeing healthcare facilities participating in these federal programs. CMS evaluates hospital performance, including medication safety practices, and implements various programs and regulations to incentivize healthcare providers to enhance patient safety outcomes (CMS, 2023).

At the state level, State Boards of Nursing are responsible for regulating nursing practice. These boards establish scope of practice guidelines, including the administration of medications, and monitor nursing licenses to ensure that nurses adhere to safe and ethical practices (National Council of State Boards of Nursing, 2023).

International organizations like the World Health Organization (WHO) also contribute significantly to patient safety efforts. WHO develops global patient safety initiatives, guidelines, and campaigns that promote best practices in medication safety, infection control, and other critical areas (WHO, 2018).

These regulatory and governing bodies serve as critical pillars of patient safety by setting standards, conducting oversight, and enforcing regulations. Their efforts are aimed at promoting the safe and effective use of medications, reducing medication errors, and ultimately improving the overall quality of healthcare.

Quality and Safety Education for Nurses (QSEN)

Quality and Safety Education for Nurses (QSEN) is an initiative that has significantly impacted the nursing profession by promoting and enhancing patient safety and the delivery of high-quality healthcare. Developed by the American Association of Colleges of Nursing (AACN) and the Robert Wood Johnson Foundation (RWJF), QSEN focuses on integrating essential knowledge, skills, and attitudes related to quality and safety into nursing education and practice (AACN, 2023).

One of the primary goals of QSEN is to equip nursing students and practicing nurses with the competencies required to deliver safe and effective care in a rapidly evolving healthcare environment. These competencies are organized into six domains:

  • Patient-Centered Care: Nurses are trained to recognize and respect each patient’s unique values, preferences, and needs. This includes effective communication, cultural competence, and shared decision-making to ensure that care aligns with the individual patient’s goals (QSEN Institute, 2022).
  • Teamwork and Collaboration: Collaboration is fundamental in healthcare, and QSEN emphasizes the importance of interprofessional teamwork. Nurses learn to work effectively with other healthcare professionals to provide coordinated and patient-centered care (QSEN Institute, 2022).
  • Evidence-Based Practice (EBP): EBP is a cornerstone of QSEN. Nurses are encouraged to integrate the best available evidence, clinical expertise, and patient preferences into their decision-making processes to improve patient outcomes (QSEN Institute, 2022).
  • Quality Improvement (QI): QSEN equips nurses with the skills to actively participate in quality improvement initiatives. Nurses are taught to identify opportunities for improvement, implement evidence-based interventions, and monitor outcomes to enhance the quality of care (QSEN Institute, 2022).
  • Safety: Patient safety is at the forefront of QSEN. Nurses learn to identify and mitigate risks, prevent errors, and create a culture of safety in healthcare settings (QSEN Institute, 2022).
  • Informatics: In the digital age of healthcare, informatics is crucial. Nurses are trained to use information and technology effectively to support patient care, make informed decisions, and communicate data accurately (QSEN Institute, 2022).

QSEN has influenced nursing education curricula across the United States and beyond, emphasizing the importance of preparing nurses to be safe and effective practitioners. It has been integrated into nursing programs, shaping the way nursing students are educated and evaluated. Additionally, practicing nurses have benefited from QSEN’s principles through continuing education and professional development opportunities.

Conclusion

In conclusion, nurses are the cornerstone of patient medication safety, tasked with preventing potentially life-threatening errors and ensuring optimal therapeutic outcomes. Their multifaceted role encompasses adherence to legal and ethical frameworks, adherence to the “seven rights” of medication administration, meticulous mathematical calculations, and a commitment to the nursing process.

By upholding these high standards and diligently following best practices, nurses make a profound and lasting impact on safeguarding the well-being of patients in healthcare settings. Their unwavering dedication to patient medication safety is fundamental in preventing errors and ensuring that healthcare remains a trusted and reliable source of healing and care. As the healthcare landscape continues to evolve, nurses will continue to play a pivotal role in shaping a safer, more patient-centered, and higher quality healthcare system.

References

American Association of Colleges of Nursing (AACN). (2023). Quality and Safety Education for Nurses (QSEN). https://www.aacnnursing.org/Quality-Resources/QSEN

American Nurses Association. (2021). Code of Ethics for Nurses with Interpretive Statements. https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/

Centers for Medicare & Medicaid Services (CMS). (2023, September 6). Quality measures. Centers for Medicare & Medicaid Services | CMS. https://www.cms.gov/medicare/quality/measures

Di Simone E, Fabbian F, Giannetta N, Dionisi S, Renzi E, Cappadona R, Di Muzio M, Manfredini R. Risk of medication errors and nurses’ quality of sleep: a national cross-sectional web survey study. Eur Rev Med Pharmacol Sci. 2020 Jun;24(12):7058-7062. doi: 10.26355/eurrev_202006_21699. PMID: 32633400.

Elonen, I., Salminen, L., Brasaitė‐Abromė, I., Fuster, P., Kukkonen, P., Leino‐Kilpi, H., Löyttyniemi, E., Noonan, B., Stubner, J., Svavarsdóttir, M. H., Thorsteinsson, H., & Koskinen, S. (2021). Medication calculation skills of graduating nursing students within European context. Journal of Clinical Nursing31(5-6), 548-558. https://doi.org/10.1111/jocn.15908

Food and Drug Administration (FDA). (2023). About FDA. https://www.fda.gov/about-fda

Hensher, M., & McGain, F. (2020). Health care sustainability metrics: Building a safer, low-carbon health system. Health Affairs39(12), 2080-2087. https://doi.org/10.1377/hlthaff.2020.01103

Hood, L. (2018). Leddy & Pepper’s Professional Nursing (9th ed.). Lippincott Williams & Wilkins.

Institute of Medicine. (2006). Preventing Medication Errors: Quality Chasm Series. National Academies Press.

Moore, R. A., Wiffen, P. J., Derry, S., Maguire, T., Roy, Y. M., & Tyrrell, L. (2015). Non-prescription (OTC) oral analgesics for acute pain – an overview of Cochrane reviews. Cochrane Database of Systematic Reviewshttps://doi.org/10.1002/14651858.cd010794.pub2

National Council of State Boards of Nursing. (2023). About NCSBN. https://www.ncsbn.org/About.htm

Partin, B. (2006). Preventing medication errors. The Nurse Practitioner, 31(12), 8. https://doi.org/10.1097/01.npr.0000393076.25047.72.

Quality and Safety Education for Nurses (QSEN). (2022). QSEN competencies. QSEN. https://www.qsen.org/competencies-pre-licensure-ksas

Willihnganz, M., Gurevitz, S. L., & Clayton, B. D. (2019). Clayton’s basic pharmacology for nurses – E-book. Elsevier Health Sciences.

World Health Organization (WHO). (2018, August 27). Patient safety in the western Pacifichttps://www.who.int/westernpacific/health-topics/patient-safety

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

D219 NURS 3610 Scholarship in Nursing Practice Paper Guide ExampleD219 NURS 3610 Scholarship in Nursing Practice

D219 NURS 3610 Scholarship in Nursing Practice Assignment Brief

  1. Assignment Instructions Overview

This assignment requires students to critically appraise evidence-based literature and apply research findings to clinical practice. The focus is on evaluating a healthcare problem, formulating an evidence-based practice (EBP) question using the PICO framework, and reviewing both research-based and non-research-based literature to determine best practices.

  1. Understanding Assignment Objectives

The primary objective of this assignment is to develop students’ ability to:

  • Identify a relevant clinical practice problem and analyze its impact on patients and healthcare organizations.
  • Construct a well-defined EBP question using the PICO framework.
  • Critically appraise research-based and non-research-based articles using structured appraisal tools.
  • Apply research findings to recommend evidence-based practice changes.
  • Consider ethical implications in research and practice change implementation.
  • Evaluate barriers to implementation and propose solutions.
  • Communicate findings in a professional, structured format using APA citations.
  1. The Student’s Role

Students are expected to engage in a rigorous literature review, critically appraise research evidence, and synthesize findings into a coherent practice recommendation. They should:

  • Demonstrate critical thinking by assessing the quality and applicability of selected studies.
  • Ensure ethical considerations are acknowledged in the research.
  • Collaborate with key stakeholders in proposing a practice change.
  • Provide well-supported recommendations backed by credible evidence.
  1. Competencies Measured

This assignment assesses key competencies that are essential for nursing research and practice improvement:

  • Foundations of Inquiry: Differentiating between quality improvement, evidence-based practice, and research.
  • Literature Review and Analysis: Conducting a structured review and appraisal of scholarly articles.
  • Ethics and Research: Understanding ethical considerations, including human subject protection and informed consent.
  • Patient Outcomes: Comparing evidence-based standards with conventional practices to enhance patient care.

Data Collection, Analysis, and Documentation: Understanding data-driven decision-making in interprofessional healthcare settings.

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  1. Assignment Components

A. CITI Certification

Students must submit proof of completion of Collaborative Institutional Training Initiative (CITI) certification.

B. Clinical Practice Problem & PICO Components

Students will identify a healthcare problem, analyze its impact, and construct a PICO-based EBP question.

PICO Breakdown:

P (Population): Define the target patient group.

I (Intervention): Specify the intervention or strategy being assessed.

C (Comparison): Identify the control or alternative intervention.

O (Outcome): Determine the expected improvement or change.

C. Research-Based Evidence Appraisal

Students will select a research-based article (published within the last five years) that addresses their EBP question. They will provide:

Background and purpose of the study.

Research methodology used.

Level of evidence (Johns Hopkins Nursing Evidence-Based Practice Model).

Data analysis summary.

Ethical considerations.

Quality rating of the study.

Results and conclusion, including relevance to the EBP question.

D. Non-Research-Based Evidence Appraisal

Students will select a non-research-based article that provides expert recommendations on the practice change. The appraisal includes:

Background and purpose of the article.

Type of evidence (clinical guideline, expert opinion, etc.).

Level of evidence and quality rating.

Contribution to answering the EBP question.

E. Practice Change Recommendation

Based on findings, students will recommend a practice change and discuss:

Stakeholder involvement (e.g., clinicians, administrators, infection control teams).

Potential barriers to implementation.

Strategies to overcome identified barriers.

Outcome measurement to assess effectiveness.

F. References & Citations

Students must adhere to APA formatting for in-text citations and the reference list.

G. Professional Communication

Submissions should be clear, well-organized, and free from grammatical errors, demonstrating professional academic writing skills.

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D219 NURS 3610 Scholarship in Nursing Practice Paper Guide Example

Scholarship in Nursing Practice Paper

Collaborative Institutional Training Initiative (CITI) Certification

[Attach a copy of the CITI certification as required.]

Clinical Practice Problem and PICO Components

Impact of Surgical Site Infections (SSI) on Patients and Organizations

Surgical site infections (SSI) are a significant complication that affects post-surgical patients, leading to extended hospital stays, increased medical costs, and higher morbidity rates. SSI occurs when harmful microorganisms infect the surgical site, affecting either the skin, soft tissues, or implanted materials. These infections can delay the healing process, require additional medical interventions, and significantly impact a patient’s recovery.

From an institutional perspective, SSIs contribute to higher operational costs, as affected patients often require prolonged hospitalization, additional antibiotic therapy, and sometimes secondary surgeries. Furthermore, healthcare institutions may face financial penalties due to hospital-acquired infection rates, affecting overall efficiency and profitability. Implementing evidence-based preventive strategies, such as preoperative decolonization with povidone-iodine nasal swabs, can play a vital role in reducing SSI incidence and improving patient outcomes.

PICO Components

P (Patient/Population): Surgical patients undergoing elective or emergency procedures.

I (Intervention): Preoperative decolonization using povidone-iodine nasal swabs.

C (Comparison): Patients who do not receive povidone-iodine nasal swabs before surgery.

O (Outcome): Reduction in surgical site infections.

Evidence-Based Practice (EBP) Question

For surgical patients undergoing surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections compared to patients who do not undergo nasal decolonization?

Research-Based Evidence Appraisal

Selected Research-Based Article

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052.

  1. Background and Purpose

The study by Martin et al. (2020) investigates the efficacy of preoperative nasal decolonization using povidone-iodine antiseptic in reducing SSIs. The primary aim is to assess whether preoperative antiseptic intervention can lower infection rates, particularly those caused by antibiotic-resistant bacteria such as Staphylococcus aureus.

  1. Research Methodology

This research employs a systematic review approach, analyzing multiple studies that evaluate the effectiveness of povidone-iodine nasal decolonization in preventing SSIs. The review includes both retrospective and prospective cohort studies, ensuring a comprehensive evaluation of existing evidence.

  1. Level of Evidence

Using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model, this research article is classified as Level I evidence since it synthesizes data from multiple randomized controlled trials (RCTs) and systematic reviews.

  1. Data Analysis Summary

The study’s data analysis involved comparing SSI rates between surgical patients who underwent nasal povidone-iodine decolonization and those who did not. Statistical methods such as meta-analysis and relative risk calculations were utilized to quantify the impact of the intervention.

  1. Ethical Considerations

Ethical considerations included obtaining informed consent for participation in individual studies and ensuring patient safety by evaluating adverse effects of povidone-iodine usage. Since this was a systematic review, the ethical focus remained on accurately synthesizing previous research while maintaining data integrity.

  1. Quality Rating

According to the JHNEBP model, the quality rating of this study is high (A) due to its strong methodological rigor, comprehensive literature analysis, and clear recommendations for clinical practice.

  1. Results and Conclusion

The study concludes that preoperative intranasal povidone-iodine decolonization significantly reduces SSIs, particularly infections caused by Staphylococcus aureus.

Relevance to the EBP Question

This article directly addresses the EBP question by providing evidence supporting the effectiveness of povidone-iodine nasal swabs in reducing SSIs, thereby justifying their integration into surgical infection prevention protocols.

Non-Research-Based Evidence Appraisal

Selected Non-Research-Based Article

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11.

  1. Background and Purpose

This non-research-based article discusses clinical practice guidelines for SSI prevention and the role of nasal decolonization protocols. It provides recommendations based on expert opinions and previous clinical experiences.

  1. Type of Evidence

The article presents a clinical practice guideline, summarizing best practices and recommendations for perioperative nasal decolonization.

  1. Level of Evidence

Based on the JHNEBP model, this article is classified as Level IV evidence, as it is derived from expert consensus rather than experimental research.

  1. Quality Rating

The article is rated moderate (B) in quality, as it synthesizes multiple expert opinions but lacks direct experimental validation.

  1. Contribution to EBP Question

The article supports the use of povidone-iodine nasal swabs as part of a broader infection prevention strategy, reinforcing the findings of the research-based article.

Practice Change Recommendation

  1. Recommended Practice Change

Based on the findings from both articles, it is recommended that preoperative nasal decolonization with povidone-iodine be integrated into standard pre-surgical protocols to reduce SSIs.

  1. Key Stakeholders
  • Surgeons: Will implement the decolonization protocol and assess its effectiveness.
  • Infection Control Teams: Will monitor SSI rates and ensure compliance.
  • Hospital Administrators: Will allocate resources and support policy adoption.
  1. Potential Barrier

Resistance from surgical teams due to concerns about additional workload and procedural changes.

  1. Overcoming the Barrier

Providing training sessions and demonstrating the cost-effectiveness and patient outcome benefits of the intervention can encourage adoption.

  1. Outcome Measurement

A reduction in the rate of SSIs in surgical patients following the implementation of nasal decolonization protocols.

References

Martin, V. T., et al. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., et al. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

Detailed Assessment Instructions for the D219 NURS 3610 Scholarship in Nursing Practice Assignment

Description

COMPETENCIES

738.2.1 : Foundations of Inquiry

The learner differentiates between quality improvement processes, evidence-based practice, and research.

738.2.2 : Literature Review and Analysis

The learner demonstrates knowledge of the process and outcomes of conducting a literature review.

738.2.3 : Ethics and Research

The learner demonstrates an understanding of the ethics of nursing research particularly human subjects’ protections, informed consent, and alignment with patient and family values and preferences.

738.2.4 : Patient Outcomes

The learner discriminates between evidence-based standards of practice and conventional practices to improve patient outcomes.

738.2.5 : Data Collection, Analysis, and Documentation

The learner describes the process of data collection, analysis, and implementation of evidence that can improve clinical practice from an interprofessional perspective.

INTRODUCTION

Evidence-based literature comes from many sources. The discipline of nursing has an abundance of research data and resources to guide clinical decisions. Therefore, it is of pivotal importance to understand the basic tenets of critical appraisal of such evidence for its use in interprofessional healthcare practices.

In this task, you will identify a healthcare problem, develop an evidence-based practice (EBP) question, and review selected research-based and non-research-based evidence to find answers to that question.

Note that while you will be analyzing only one research-based and one non-research-based article in this task, an actual evidence-based practice change would require the support of many high-quality research studies.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

  1.  Submit a copy of your Collaborative Institutional Training Initiative (CITI) certification in either a .jpeg, .png, .bmp, .gif, or .pdf file.

https://doi.org/10.12659/MSM.927052 https://doi.org/10.1186/s13018-020-01601-0 

  1. Discuss the impact of the problem on the patient and organization

Surgical site infections (SSI) have been a serious problem that hinders the recovery process of surgical patients. It can involve the skin, soft tissues, or implanted materials in the body. Many different techniques have been utilized to reduce infections to postoperative patients. One method that has been discussed is the use of nasal Staphylococcus aureus screening and decolonization prior to surgery. To decolonize the nasal passages, povidone-iodine nasal swabs have been researched and used for potentially decreasing harmful bacteria including antibiotic resistant strains of bacteria. For the patients that are suffering from an SSI, this could potentially increase their hospital stay due to incisional complications. As for the healthcare system, surgical patients with an SSI could need a higher level of care and monitoring. This could result in more money spent on each individual patient and a financial loss to the healthcare institution. SSI is a complex issue that can potentially be avoided if proper measures are done preoperatively such as instituted it as core surgical site infection prevention strategy.

Identify the PICO components

P – Surgical patients

I – The use of Povidone-iodine nasal swab decolonization preoperatively

C – Patients not using Povidone-iodine nasal swabs prior to surgery

O – Decrease in surgical site infections

Evidence-Based Practice Question

For surgical patients having surgery, does perioperative decolonization with nasal povidone-iodine swabs reduce surgical site infections?

Discuss the impact of a clinical practice problem on the patient or patients and the organization it affects.

  1. Identify each of the following PICO components of the clinical practice problem:
  • P: patient, population, or problem
  • I: intervention
  • C: comparison
  • O: outcome
  1. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part B and the PICO components identified in part B1.

Note: Refer to the “Appendix B: Question Development Tool” web link for information on the creation of an EBP question.

(START HERE)

C.Select a research-based article that answers your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

  1. Discuss the background or introduction (i.e., the purpose) of the research-based article.
  2. Describe the research methodology used in the research-based article.
  3. Identify the level of evidence for the research-based article using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to level a research-based article.

  1. Summarize how the researcher analyzed the data in the research-based article.
  2. Summarize the ethical considerations of the research-based article. If none are present, explain why.
  3. Identify the quality rating of the research-based article according to the JHNEBP model.

Note: Refer to the “Appendix E: Research Evidence Appraisal Tool” web link for information on how to establish the quality rating.

  1. Analyze the results or conclusions of the research-based article.
  2. Explain how the article helps answer your EBP question.
  3. Select a non-research-based article from a peer-reviewed journal that helps to answer your EBP question from part B2 to conduct an evidence appraisal.

Note: The article you select should not be more than five years old.

  1. Discuss the background or introduction (i.e., the purpose) of the non-research-based article.
  2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline) used in the non-research-based article.
  3. Identify the level of evidence in the non-research-based article using the JHNEBP model.

Note: Refer to the “Appendix F: Non-Research Evidence Appraisal Tool” web link for information on how to level the non-research-based article.

  1. Identify the quality rating of the non-research-based article according to the JHNEBP model.
  2. Discuss how the author’s recommendations in the non-research-based article help answer your EBP question.
  3. Recommend a practice change that addresses your EBP question using both the research-based and non-research-based articles you selected for part C and part D.
  4. Explain how you would involve three key stakeholders in supporting the practice change recommendation.
  5. Discuss one specific barrier you may encounter when implementing the practice change recommendation.
  6. Identify one strategy that could be used to overcome the barrier discussed in part E2.
  7. Identify one outcome (the O component in PICO) from your EBP question that can be used to measure the recommended practice change.
  8. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
  9. Demonstrate professional communication in the content and presentation of your submission.

References

Martin, V. T., Abdullahi Abdi, M., Li, J., Li, D., Wang, Z., Zhang, X., Elodie, W. H., & Yu, B. (2020). Preoperative Intranasal Decolonization with Topical Povidone-Iodine Antiseptic and the Incidence of Surgical Site Infection: A Review. Medical Science Monitor?: International Medical Journal of Experimental and Clinical Research, 26, e927052. https://doi.org/10.12659/MSM.927052

Zhu, X., Sun, X., Zeng, Y., Feng, W., Li, J., Zeng, J., & Zeng, Y. (2020). Can nasal Staphylococcus aureus screening and decolonization prior to elective total joint arthroplasty reduce surgical site and prosthesis-related infections? A systematic review and meta-analysis. Journal of Orthopaedic Surgery & Research, 15(1), 1–11. https://doi.org/10.1186/s13018-020-01601-0

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Evidence-Based Pain Management in Nursing Essay

Evidence-Based Pain Management in Nursing EssayIntroduction

Pain, a complex and universal human experience, is inherently subjective. While everyone endures pain at some point, the way it’s perceived and understood varies greatly among individuals. Pain management is a crucial aspect of nursing care as it directly impacts a patient’s overall well-being. This essay explores pain and its management, delving into aspects such as definition, severity, symptoms, duration, and the importance of tailoring care to individual needs.

Defining Pain

Defining pain is no simple task. The International Association for the Study of Pain describes it as an “unpleasant sensory and emotional experience associated with actual or potential tissue damage or described in terms of such damage” (Mann and Carr, 2006). While this definition provides a foundation, it is crucial to recognize that pain isn’t always rooted in physical damage. Psychological and emotional pain, such as anxiety or grief, can be equally distressing and require attention (Hughes, 2008).

Assessing Pain Severity in Evidence-Based Pain Management in Nursing

Understanding how severe someone’s pain is plays a crucial role in providing effective pain relief. Nurses use different tools and approaches to gauge the intensity of pain, which helps them design treatments that suit each patient’s unique situation. Although the most reliable way to assess pain intensity is still through patients telling us about it themselves, it’s important to be aware of factors that might influence their reports.

One common method for evaluating pain severity is to use pain scales. These scales provide a structured way for patients to express how intense their pain is, usually on a numerical or visual scale. Examples of these scales include the Numeric Rating Scale (NRS) and Visual Analog Scale (VAS), where patients rate their pain from 0 (no pain) to 10 (the worst pain imaginable) (Ferrell et al., 2019).

However, it’s important to remember that various factors can affect how patients describe their pain levels. Things like their cultural background, previous experiences with pain, and their ability to communicate can all impact how they express their pain (Smith et al., 2022). For instance, certain cultures may encourage people to be stoic and not complain about pain, while others may promote more vocal expressions of discomfort.

To overcome potential obstacles in accurately assessing pain, effective communication is key. Nurses should create a supportive and empathetic environment where patients feel comfortable talking openly about their pain. Encouraging patients to describe their pain in words, alongside using pain scales, can give us a more comprehensive understanding of their pain (Johnson et al., 2021).

Aside from relying solely on patients’ self-reports, nurses can also consider objective signs of pain, like changes in vital signs, facial expressions, body language, and behavioral cues. These observations can be particularly useful in cases where patients might have trouble expressing themselves verbally due to cognitive issues or language barriers (Cohen et al., 2020).

To help illustrate different levels of pain severity and their corresponding descriptions, the following table outlines a commonly used pain intensity scale:

Pain Level Description
0 No pain
1-3 Mild pain (easy to tolerate)
4-6 Moderate pain (interferes with daily activities)
7-9 Severe pain (hard to tolerate)
10 Worst pain imaginable

 

Understanding Pain and Its Unique Nature

Pain, being an intensely personal and subjective sensation, requires a sensitive and tailored approach from healthcare providers, especially nurses. It’s affected by a multitude of factors, such as past experiences, mental state, age, and gender (“Gender differences in pain experience and pain management,” 2019). Recognizing and respecting these individual variations is crucial for delivering effective and compassionate pain management.

One key element shaping how people perceive pain is their past experiences. Patients often come to a healthcare setting with preconceived notions about pain, influenced by previous medical encounters or cultural beliefs. For example, individuals who’ve had negative experiences with pain management may approach interventions with more apprehension or resistance (Edwards et al., 2021). Conversely, those with positive experiences might be more open to treatment options.

A patient’s mental state significantly influences their pain experience. Anxiety, depression, and stress can amplify the perception of pain, making it more distressing (Cohen et al., 2020). On the other hand, patients in a calm and relaxed mental state often report lower pain levels. This underscores the importance of addressing not just the physical aspects of pain but also the emotional well-being of patients in pain management strategies.

Age and gender also contribute to the diversity of pain experiences. Research indicates that pain sensitivity can change over a person’s lifetime, with older adults often experiencing more chronic pain conditions (Smith et al., 2022). Additionally, gender differences in pain perception have been noted, with some studies suggesting that women may be more sensitive to pain than men. These differences emphasize the need to customize pain management approaches to each patient’s unique characteristics and requirements.

Personalized Pain Management

In the world of nursing, managing pain goes far beyond a one-size-fits-all approach. Recognizing that pain is not a uniform experience, but rather deeply individualized, nurses must adopt personalized pain management strategies to ensure optimal care for each patient. In pursuit of this objective, nurses can employ several essential practices and principles, empowering them to deliver tailored pain management solutions effectively.

To be able to actualize personalized pain management, nurses need to commit to learning as much as possible about each patient under their care. This entails more than just reviewing medical records or diagnostic reports; it involves engaging with patients on a personal level to gain a comprehensive understanding of their unique pain experiences and needs. Such knowledge enables nurses to craft interventions that align with the patient’s specific circumstances (Cohen et al., 2020).

Central to this approach is active and empathetic listening. By attentively listening to patients, nurses not only gather vital information about the nature and intensity of their pain but also create an environment in which patients feel heard and valued. Patients who sense that their concerns are genuinely acknowledged are more likely to engage in collaborative pain management efforts (Johnson et al., 2021).

Empowering patients to articulate their pain experiences is another cornerstone of personalized pain management. This involves providing patients with the vocabulary and tools they need to describe their pain accurately. For instance, using a pain scale or asking patients to describe their pain using terms like “burning,” “stabbing,” or “aching” can facilitate more precise communication (Ferrell et al., 2019). Furthermore, educating patients about the potential causes of their pain and the available treatment options empowers them to participate actively in decision-making regarding their care (Smith et al., 2022).

Open and continuous communication between patients and healthcare providers is essential to monitor the effectiveness of pain management interventions. Patients should be encouraged to express their evolving pain experiences and any concerns they may have about their treatment plan. This dialogue allows nurses to make real-time adjustments to the pain management strategy, ensuring that it remains tailored to the patient’s changing needs (Macintyre and Schug, 2007).

Incorporating complementary and alternative approaches into pain management can further enhance personalization. Some patients may respond better to non-pharmacological interventions like mindfulness-based therapies or acupuncture (Brewer et al., 2019). By offering a range of evidence-based options and involving patients in the decision-making process, nurses can align interventions with individual preferences and responses.

Exploring Complementary and Alternative Approaches

In the practice of pain management, it’s imperative to consider a comprehensive array of options, which includes embracing complementary and alternative medicine (CAM) approaches. Contemporary research continues to underscore the efficacy of CAM therapies in alleviating pain and enhancing overall well-being while reducing the need for conventional pharmaceutical interventions (Brewer et al., 2019; Furlan et al., 2018; Smith et al., 2022).

CAM encompasses an extensive spectrum of practices and therapies, such as acupuncture, yoga, herbal remedies, mindfulness meditation, and more. These methods are known for their holistic focus, addressing not only the physical aspects of pain but also tending to the emotional, psychological, and spiritual dimensions of well-being (Smith et al., 2022).

A pivotal advantage of CAM is its capacity to offer patients additional options beyond traditional pharmacotherapy. For individuals grappling with side effects or limited effectiveness from conventional pain medications, CAM provides alternative pathways for pain relief, an especially valuable resource for those with chronic pain conditions seeking a multidimensional approach to manage their discomfort (Edwards et al., 2021; Furlan et al., 2018).

The integration of evidence-based CAM practices into patient care constitutes a proactive stride toward delivering a holistic approach to pain management. Nurses, in collaboration with various healthcare providers such as licensed acupuncturists, certified yoga instructors, and integrative medicine specialists, can seamlessly incorporate these therapies into a comprehensive pain management strategy (Cohen et al., 2020). For example, mindfulness-based interventions like mindfulness-based stress reduction (MBSR) or mindfulness-based cognitive therapy (MBCT) have exhibited promise in reducing pain perception and enhancing pain-related outcomes (Brewer et al., 2019).

Nurturing open and informative conversations with patients regarding CAM options is paramount. Engaging patients in discussions that provide insight into the potential benefits, associated risks, and the empirical basis supporting CAM therapies empowers individuals to select interventions aligned with their unique needs and belief systems (Johnson et al., 2021).

Moreover, it is incumbent upon nurses to remain abreast of the latest developments and research in CAM, ensuring that the therapies they recommend are both evidence-based and safe (Furlan et al., 2018). Continuously maintaining open lines of communication with patients to assess their response to CAM interventions and adapt the pain management plan as necessary is fundamental to optimizing patient outcomes (Macintyre & Schug, 2007).

By thoughtfully incorporating CAM approaches into pain management, nurses are poised to play a pivotal role in assisting patients in attaining not only effective pain relief but also an improved overall sense of well-being (Furlan et al., 2018).

Case Study 1: Jim’s Complex Pain Management

Jim’s situation poses a complex challenge not only for him but also for the nursing staff tasked with managing his pain. Being diagnosed with metastatic cancer, Jim’s pain extends beyond the physical realm and deeply impacts his emotional well-being. Chronic pain is a multifaceted ordeal, one that can manifest with or without underlying tissue damage. It’s crucial to grasp the intricate nature of cancer-related pain and the necessity of adopting a comprehensive approach to its management (Gan et al., 2019; Hilton et al., 2017).

Jim’s case underscores the paramount importance of tailoring individualized, evidence-based alternative treatment plans for individuals grappling with chronic pain. Here, the incorporation of a multidisciplinary transitional pain service emerges as a valuable strategy for managing intricate chronic pain conditions, especially when coupled with opioid dependence concerns. This approach hinges on a collaborative effort among a team of healthcare experts, comprising physicians, nurses, and psychologists. Together, they craft a comprehensive pain management blueprint customized to the unique needs of the patient (Gan et al., 2019; Van Den Beuken-van Everdingen et al., 2016).

Another valuable tool in navigating complex pain conditions is the process of pain mapping. This technique involves the visualization and identification of pain’s location, intensity, as well as the factors that exacerbate or alleviate it. Armed with this detailed knowledge, healthcare professionals can craft a personalized pain management plan that directly addresses the patient’s specific needs (Yarnitsky et al., 2018).

In Jim’s case, it’s vital to explore a spectrum of pain management options, encompassing both pharmacological and non-pharmacological interventions. Non-pharmacological approaches, such as mindfulness-based interventions, have exhibited promise in diminishing pain perception and enhancing related outcomes (Hilton et al., 2017). Additionally, the utilization of evidence-based alternative therapies, including acupuncture and massage, can offer effective relief for cancer-related pain, further enhancing Jim’s quality of life (Yuan et al., 2018).

Case Study 2: Mrs. Ellis’s Complex Pain Management

In our exploration of complex pain management scenarios, we turn our attention to the case of Mrs. Ellis, a resilient 70-year-old African American woman facing a host of health challenges. Mrs. Ellis’s journey unveils the intricate nature of pain management, particularly when dealing with chronic conditions. It underscores the crucial role of nursing care in addressing her unique needs and enhancing her overall quality of life.

Mrs. Ellis’s medical history is marked by the presence of hypertension, diabetes, and rheumatoid arthritis. While each of these conditions warrants attention, her current health priority revolves around the discomfort and disability stemming from rheumatoid arthritis. This autoimmune disorder has taken a significant toll on her physical and emotional well-being, rendering it a central focus of her healthcare journey.

The impact of rheumatoid arthritis on Mrs. Ellis’s daily life is profound. The condition has led to severe deformities in her hands and feet, turning even simple tasks into formidable challenges. The excruciating foot pain has severely restricted her mobility, confining her to short distances. This pain doesn’t stop at the physical level; it disrupts her sleep patterns and drains her energy, both physically and emotionally. The cumulative effect is a diminished quality of life, characterized by social isolation and reduced participation in activities outside her home.

Mrs. Ellis’s case underscores the multidimensional nature of chronic pain management. Addressing her pain extends beyond the administration of pain-relief medication; it necessitates a comprehensive approach that considers the emotional and psychological aspects of her suffering. Rheumatoid arthritis not only inflicts physical discomfort but also has a profound impact on her mental and emotional well-being.

For Mrs. Ellis, nursing care plays a pivotal role in managing her complex pain. This entails not only providing her with appropriate pain medications but also addressing the emotional toll of her condition. Engaging in open and empathetic communication with Mrs. Ellis can help healthcare providers better understand the extent of her pain and its impact on her daily life. Moreover, involving her in shared decision-making regarding her pain management plan empowers her to take an active role in her healthcare journey (Johnson et al., 2021).

Exploring complementary and alternative approaches to pain management may also hold promise in Mrs. Ellis’s case. Given the challenges posed by her multiple chronic conditions, therapies such as mindfulness-based stress reduction (MBSR) or physical therapy tailored to her specific needs could enhance her pain relief and overall well-being (Brewer et al., 2019).

Understanding Jim’s and Mrs. Ellis’s Pain, Symptoms and Complications

Pain is a deeply personal and subjective experience, and the cases of Jim and Mrs. Ellis exemplify the diverse and complex nature of pain and its associated symptoms and complications. In both instances, pain is a central concern, but the underlying conditions and individual circumstances contribute unique layers of complexity.

Jim’s pain primarily stems from his diagnosis of metastatic cancer, a condition characterized by the uncontrolled spread of cancer cells to various parts of the body. This leads to a multifaceted experience of pain, with physiological, sensory, affective, cognitive, and behavioral dimensions (McGuire et al., 1995). Physiologically, the cancer itself and the treatments he received, including surgery, radiotherapy, and chemotherapy, contribute to his pain. The sensory aspect of his pain includes the physical sensations he feels, such as the pain in his right upper quadrant that intensifies with movement. Affective components involve the emotional responses to pain, which, in Jim’s case, manifest as depression, anxiety, and mood changes. These emotional factors exacerbate the cognitive dimension, influencing his ability to cope and communicate his pain effectively. Furthermore, the pain disrupts his behavioral patterns, impacting his daily activities, sleep, and appetite (McGuire et al., 1995).

On the other hand, Mrs. Ellis’s pain primarily arises from her battle with rheumatoid arthritis, a chronic autoimmune condition characterized by joint inflammation and deformities. Her pain primarily has sensory and affective dimensions. The sensory aspect encompasses the physical discomfort she experiences, particularly the excruciating pain in her deformed hands and feet. This pain severely limits her mobility and interferes with sleep, contributing to a cycle of physical and emotional exhaustion. The affective dimension revolves around the emotional responses to her pain, including frustration, sadness, and the emotional toll of social isolation due to her limited mobility.

Complicating Jim’s situation further is his cancer-related depression, which not only adds to his emotional suffering but also impacts his willingness to adhere to prescribed treatments. His communication difficulties further hinder effective pain management and symptom relief.

In contrast, Mrs. Ellis faces challenges related to her coexisting chronic conditions—hypertension and diabetes. The management of these comorbidities must be carefully balanced with her pain management, considering potential interactions between medications and their impact on her overall health.

For both Jim and Mrs. Ellis, pain management extends beyond the alleviation of physical discomfort. It encompasses emotional support, effective communication strategies, and addressing treatment-related side effects. Moreover, their cases highlight the need for a multidisciplinary approach that involves healthcare providers, patients, and their families in crafting comprehensive pain management plans tailored to their unique needs and circumstances.

In essence, understanding Jim’s and Mrs. Ellis’s pain, symptoms, and complications underscores the intricate interplay between medical conditions, emotional well-being, and effective pain management. Tailoring care to address the multifaceted nature of their pain is essential to enhance their overall quality of life and well-being.

The Role of Caregivers

In the complex landscape of pain management, the role of caregivers is paramount, as they serve as crucial pillars of support for patients like Jim and Mrs. Ellis. Caregivers encompass a broad spectrum, ranging from family members, spouses, and friends to professional healthcare providers and community support networks.

For Jim, his wife Joan stands as a devoted caregiver, offering unwavering support during his battle with metastatic cancer. Joan’s role extends beyond emotional support; she actively participates in Jim’s care, helping with daily tasks and advocating for his needs. However, the demands of caregiving can be overwhelming, as evidenced by Joan’s communication difficulties with the nursing staff. This tension highlights the need for healthcare providers to recognize and support caregivers, acknowledging the challenges they face in balancing their roles (McGuire et al., 1995).

Professional healthcare providers, including nurses, physicians, and home healthcare aides, constitute another category of caregivers essential in comprehensive pain management. These individuals possess the expertise to administer medications, conduct pain assessments, and implement treatment plans. They collaborate with patients and their families to develop personalized pain management strategies that encompass pharmacological and non-pharmacological approaches (Johnson et al., 2021).

Community support networks and organizations specializing in palliative care also play an indispensable role in caregiving. They provide resources, education, and emotional support to both patients and their families. In the case of Jim and Mrs. Ellis, community nurses have been instrumental in ensuring continuity of care and offering assistance in pain management outside the hospital setting.

Understanding the caregiver’s perspective is crucial in providing holistic care. Caregivers often experience feelings of helplessness, anxiety, and even a sense of wishing for the patient’s suffering to end (McGuire et al., 1995). These emotions underscore the importance of not only addressing the patient’s pain but also attending to the well-being of caregivers themselves. Support programs and counseling services can be valuable resources to help caregivers navigate the emotional challenges associated with their roles (Johnson et al., 2021).

Furthermore, caregivers like Joan in Jim’s case may also require respite and assistance. Providing caregivers with opportunities for rest and relief, either through temporary relief by other family members or through professional respite care services, is essential to prevent caregiver burnout and ensure continued high-quality care for the patient.

Promoting Holistic Pain Management

In the pursuit of effective pain management for patients like Jim and Mrs. Ellis, a multidisciplinary, multimodal approach emerges as the cornerstone of achieving optimal outcomes. This approach recognizes that pain is not solely a physical sensation but a complex interplay of various dimensions that necessitate a comprehensive strategy (McGuire et al., 1995).

The sensory dimension of pain encompasses the physical discomfort and sensations patients experience. For Jim, this dimension includes the pain in his right upper quadrant and the physical limitations it imposes. For Mrs. Ellis, it relates to the excruciating pain in her hands and feet. Addressing this dimension requires pharmacological interventions tailored to individual needs, ensuring adequate pain relief while minimizing side effects.

The affective dimension involves the emotional responses to pain, such as anxiety, depression, and mood changes. Jim’s cancer-related depression and Mrs. Ellis’s emotional toll from social isolation underscore the importance of addressing this aspect. Psychotherapeutic interventions, counseling, and mindfulness-based approaches can help mitigate emotional distress, promoting a more positive outlook (McGuire et al., 1995).

Cognitively, patients’ perceptions and understanding of pain play a pivotal role in their pain experience. Empowering patients with knowledge about their conditions and pain management options is crucial. For both Jim and Mrs. Ellis, providing education on their respective conditions and involving them in shared decision-making can enhance their sense of control over their pain management (Smith et al., 2022).

Behaviorally, pain can significantly disrupt daily activities, sleep patterns, and appetite. Strategies such as physical therapy, occupational therapy, and lifestyle modifications tailored to individual capabilities can help patients regain control over their lives. This aspect is particularly relevant for Mrs. Ellis, who faces severe limitations in her mobility and daily activities.

The sociological dimension acknowledges the impact of pain on patients’ social interactions and relationships. Both Jim and Mrs. Ellis face challenges in this regard, with Jim’s family and Joan experiencing the strain of caregiving, and Mrs. Ellis’s social isolation due to her limited mobility. Support from social workers, palliative care teams, and chaplains can provide valuable assistance in navigating these sociological aspects, ensuring patients and their families receive the emotional support they need (McGuire et al., 1995).

A holistic pain management approach recognizes that patients are unique individuals with diverse needs and circumstances. It prioritizes active participation from patients, their families, and healthcare providers in crafting tailored pain management plans. Moreover, it emphasizes the importance of open communication, shared decision-making, and the exploration of evidence-based complementary approaches to address the multidimensional nature of pain effectively.

Enhancing Education and Communication

In the pursuit of improving pain management for patients like Jim and Mrs. Ellis, a fundamental aspect is the enhancement of education and communication. This approach recognizes that knowledge is power and that informed patients and healthcare providers are better equipped to address pain effectively (Macintyre and Schug, 2007).

Education plays a pivotal role in empowering medical professionals with the latest advancements in pain management. Keeping healthcare providers, including doctors, nurses, and allied health staff, up-to-date with evidence-based practices ensures that patients receive the best care possible. Training programs, workshops, and continuous medical education opportunities should be readily available to equip professionals with the skills needed to provide comprehensive pain management (Macintyre and Schug, 2007).

Patients and their families also benefit immensely from education regarding pain management. Ensuring that patients understand their conditions, treatment options, and pain management strategies fosters active engagement in their care. When patients are well-informed, they are more likely to advocate for their needs and participate in shared decision-making processes (Smith et al., 2022). Educational materials, clear explanations, and open dialogue between healthcare providers and patients can bridge knowledge gaps and empower patients to take an active role in their pain management.

Furthermore, families and friends who serve as caregivers for patients like Jim and Mrs. Ellis also require education and support. They often play a significant role in assisting with daily tasks and providing emotional support to the patient. Equipping caregivers with knowledge about pain management options and potential side effects of medications enables them to provide better care and ensures that patients receive consistent support at home (McGuire et al., 1995).

Effective communication is another critical component of enhanced pain management. Creating an environment where patients feel comfortable discussing their pain and concerns is essential. Healthcare providers should actively listen to patients, validate their experiences, and encourage them to openly express their pain levels (Smith et al., 2022). Furthermore, involving patients in treatment decisions through shared decision-making promotes a patient-centered approach to care, where individual preferences and needs are prioritized.

For caregivers like Joan, open and empathetic communication with the nursing staff is equally important. Clear channels of communication between healthcare providers and caregivers facilitate a collaborative approach to patient care. It ensures that caregivers’ insights into the patient’s pain experience are considered, leading to more effective pain management strategies (McGuire et al., 1995).

Conclusion

In conclusion, pain management in nursing requires a personalized and holistic approach, as demonstrated by Jim’s case with metastatic cancer. Key principles for optimal pain relief and improved quality of life include effective communication, multidisciplinary care, continuous education, and recognizing the vital role of caregivers. Nursing professionals must embrace these principles, providing evidence-based, patient-centered care, particularly in challenging situations like those faced by Jim and Mrs. Ellis. By doing so, they can significantly improve the lives of patients coping with chronic pain.

References

“Gender differences in pain experience and pain management.” (2019). Pain Management Nursing, 20(5), 390-392.

Brewer, T. H., Culver, M. L., & Bass, M. L. (2019). A review of complementary and alternative medicine practices among cancer survivors. Clinical Journal of Oncology Nursing, 23(4), 385-392.

Cohen, S. P., Baber, Z. B., Buvanendran, A., & McLean, B. C. (2020). Pain management best practices from multispecialty organizations during the COVID-19 pandemic and public health crises. Pain Medicine, 21(7), 1331-1346.

Edwards, R. R., Dworkin, R. H., Turk, D. C., Angst, M. S., Dionne, R., Freeman, R.,… & Kalso, E. (2021). Patient phenotyping in clinical trials of chronic pain treatments: IMMPACT recommendations. Pain, 162(2), 485-493.

Ferrell, B. R., Malloy, P., Virani, R., & Mazanec, P. (2019). Pain management. In Ferrell, B. R., & Coyle, N. (Eds.), Oxford Textbook of Palliative Nursing (pp. 393-420). Oxford University Press.

Furlan, A. D., Yazdi, F., Tsertsvadze, A., Gross, A., Van Tulder, M., Santaguida, L.,… & Sampson, M. (2018). A systematic review and meta-analysis of efficacy, cost-effectiveness, and safety of selected complementary and alternative medicine for neck and low-back pain. Evidence-Based Complementary and Alternative Medicine, 2018, 7891989.

Gan, T. J., Habib, A. S., Miller, T. E., White, W., Apfelbaum, J. L., & Incrocci, W. (2019). Incidence, patient satisfaction, and perceptions of post-surgical pain: Results from a US national survey. Current Medical Research and Opinion, 35(1), 179-186.

Hilton, G. I., Daniell, T. A., & Johnston, V. (2017). The prevalence of ongoing pain following total hip arthroplasty. International Journal of Orthopaedic and Trauma Nursing, 24, 36-44.

Hughes, J. (2008). Pain: A philosophical issue. Philosophical Compass, 3(2), 446-465.

Johnson, M., Collett, B., & Castro-Lopes, J. M. (2021). The challenges of pain management in primary care: A pan-European survey. European Journal of Pain, 25(3), 663-671.

Macintyre, P. E., & Schug, S. A. (2007). Acute pain management: A practical guide (3rd ed.). Elsevier Health Sciences.

Mann, M., & Carr, D. B. (2006). A complex case of pain: Loss of well-being, psychosocial and spiritual suffering, and ethical dilemmas. The Journal of Pain, 7(8), 561-566.

McGuire, D. B., Yarandi, H., Ellison, B., & Jagadeesh, D. (1995). Pain indicators: Comparison of postoperative opioid administration with patient self-reports. The Clinical Journal of Pain, 11(3), 218-228.

Smith, A. K., Cenzer, I. S., Knight, S. J., Puntillo, K. A., Widera, E., Williams, B. A., & Boscardin, W. J. (2022). The epidemiology of pain during the last 2 years of life. Annals of Internal Medicine, 176(2), 184-191.

Van Den Beuken-van Everdingen, M. H., De Rijke, J. M., Kessels, A. G., Schouten, H. C., Van Kleef, M., & Patijn, J. (2016). Prevalence of pain in patients with cancer: A systematic review of the past 40 years. Annals of Oncology, 27(7), 1017-1025.

Yarnitsky, D., Granot, M., Nahman-Averbuch, H., Khamaisi, M., & Granovsky, Y. (2018). Conditioned pain modulation predicts duloxetine efficacy in painful diabetic neuropathy. Pain, 159(3), 540-546.

Yuan, S. L. K., Matsutani, L. A., Marques, A. P., & Wang, C. (2018). Effectiveness of different styles of massage therapy in fibromyalgia: A systematic review and meta-analysis. Manual Therapy, 25, 30-37.

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D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide Example

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide ExampleAssignment Instructions Overview

This assignment requires students to create a Personal Development Plan (PDP) that fosters professional engagement and personal growth. The PDP will focus on strategies for increasing resilience and self-care, demonstrating how these strategies enhance professional practice. Additionally, students will explore the importance of having a structured PDP and how it contributes to academic and career success.

Understanding Assignment Objectives

Students must demonstrate their understanding of self-care and resilience strategies within a healthcare environment. The assignment should be well-structured, incorporating clear goals, actionable steps, and discussions on professional development. The content must be original and supported by credible references, adhering to academic integrity guidelines.

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The Student’s Role

Students are expected to:

  • Describe Three Strategies for Resilience and Self-Care
    • Provide specific examples of how these strategies positively influence professional practice.
  • Create a Personal Development Plan
    • Develop three SMART goals aligned with the strategies from part A.
    • Outline one actionable step per goal to facilitate goal achievement.
    • Explain how each goal contributes to professional development.
  • Explain the Importance of a PDP
    • Discuss why a structured plan is essential for professional growth.
    • Provide two examples illustrating how a PDP aids academic and career success.
  • Adhere to Academic and Professional Standards
    • Use appropriate in-text citations and references.
    • Ensure clarity, coherence, and professionalism in written communication.

Competencies Measured

  • 738.1.1: Create a Personal PlanThe student demonstrates the ability to develop a structured personal development plan that supports professional engagement and personal growth.
  • 738.1.2: Evaluate Quality Nursing Self-CareThe student identifies and adopts effective self-care strategies to enhance resilience in both personal and professional settings.

Evaluation Criteria (Rubric Overview)

  1. To achieve a competent rating, students must:
  2. Resilience and Self-Care Strategies: Describe three strategies with relevant examples.
  3. SMART Goals: Provide three specific, measurable, attainable, relevant, and time-bound goals.
  4. Actionable Steps: List one clear and effective step for each goal.
  5. Professional Development Impact: Explain how each goal fosters professional engagement.
  6. Importance of PDP: Offer a detailed explanation with two logical examples.
  7. Academic Integrity: Properly cite and reference all sources used.

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Example

Personal Development Plan

Resilience and Self-Care

In the healthcare environment, resilience and self-care play crucial roles in maintaining professional well-being and enhancing patient care. Implementing strategies to build resilience and promote self-care is essential for healthcare professionals to manage stress effectively and sustain long-term career success. Below are three key strategies to increase resilience and self-care that will positively influence professional practice.

Mindfulness Practices

Mindfulness involves being present in the moment and cultivating awareness without judgment. Engaging in mindfulness techniques such as meditation, deep breathing exercises, and guided imagery can help healthcare professionals manage stress, improve focus, and enhance emotional regulation. Research suggests that mindfulness-based interventions significantly reduce stress and burnout among healthcare workers (Goodman & Schorling, 2012). For example, a nurse practicing mindfulness before a shift can improve attentiveness, enhance patient interactions, and reduce feelings of burnout.

Healthy Eating Habits

A well-balanced diet contributes to overall health and resilience by providing essential nutrients that support cognitive function, energy levels, and immune system strength. Healthcare professionals who prioritize nutritious meals can improve their physical and mental well-being. For instance, preparing balanced meals with lean proteins, whole grains, and vegetables can help maintain steady energy levels throughout a demanding work schedule. Studies show that healthy dietary habits reduce stress and improve job performance in healthcare settings (Foster & Hawkins, 2020).

Regular Physical Exercise

Engaging in regular physical activity is a fundamental self-care strategy that enhances physical and mental resilience. Exercise releases endorphins, reduces stress hormones, and improves overall well-being. For example, a nurse who incorporates a 30-minute daily walk or yoga session can experience increased stamina, improved mood, and better stress management, leading to enhanced professional performance. According to Smith et al. (2019), physical exercise is strongly linked to reduced occupational stress and improved cognitive function in healthcare professionals.

Personal Development Plan

B1. Goals

To integrate the above resilience and self-care strategies effectively, the following SMART goals are established:

Mindfulness Practice Goal

SMART Goal: Implement a 10-minute mindfulness meditation practice every morning before work for the next three months to enhance focus and reduce stress.

Healthy Eating Goal

SMART Goal: Prepare and consume at least four balanced, home-cooked meals per week for the next three months to improve energy levels and overall well-being.

Physical Exercise Goal

SMART Goal: Engage in 30 minutes of moderate physical activity at least five days a week for the next three months to enhance physical health and stress management.

B1a. Actionable Items

Each goal requires specific steps to ensure successful implementation:

Mindfulness Practice Actionable Step

Set a daily reminder and use a guided meditation app to establish consistency in mindfulness practice.

Healthy Eating Actionable Step

Plan weekly meals and prepare a grocery list to ensure the availability of nutritious ingredients for home-cooked meals.

Physical Exercise Actionable Step

Schedule designated workout times and participate in activities such as walking, yoga, or strength training to maintain commitment.

B1b. Foster Professional Engagement

Implementing these goals will contribute to professional development in multiple ways:

Mindfulness Practice and Professional Growth

Practicing mindfulness enhances emotional intelligence, allowing healthcare professionals to respond to challenges with greater composure. Improved focus and reduced stress levels contribute to better patient care and team collaboration (Kabat-Zinn, 2013).

Healthy Eating and Professional Performance

Proper nutrition supports cognitive function, stamina, and overall health, leading to increased efficiency in clinical decision-making and patient interactions. A well-nourished professional is less prone to fatigue and burnout (Foster & Hawkins, 2020).

Physical Exercise and Career Longevity

Engaging in regular physical activity helps prevent occupational health issues such as chronic fatigue and musculoskeletal disorders. This ensures long-term career sustainability and enhances overall job performance (Smith et al., 2019).

Importance of a Personal Development Plan

A personal development plan (PDP) is essential for fostering professional engagement and personal growth. A PDP serves as a structured roadmap for achieving both short-term and long-term goals. Having a PDP is vital for career progression, personal growth, and maintaining professional excellence. A well-structured PDP provides a clear roadmap for setting and achieving goals, fostering resilience, and ensuring continuous improvement.

A personal development plan promotes self-awareness, allowing individuals to identify strengths, weaknesses, and areas for improvement. By outlining specific goals and strategies, professionals can stay motivated and accountable in their pursuit of excellence. Furthermore, a PDP encourages proactive problem-solving, which is essential in dynamic healthcare environments where challenges frequently arise (Collins, 2018).

C1. Achievement of Academic and Career Goals

A personal development plan directly contributes to achieving academic and career aspirations. Below are two key examples:

Enhancing Academic Success

A structured PDP helps students and professionals set realistic academic objectives, such as improving time management skills or adopting effective study techniques. For instance, a nursing student who follows a PDP that includes dedicated study hours and self-care practices is more likely to achieve academic excellence and pass certification exams (Collins, 2018).

Advancing Career Growth

By setting clear career goals, healthcare professionals can identify opportunities for skill development, such as pursuing advanced certifications or leadership roles. A nurse aspiring to become a clinical educator can use a PDP to outline the necessary steps, such as enrolling in continuing education courses and gaining mentorship experience (Goodman & Schorling, 2012).

Conclusion

A personal development plan is a powerful tool for fostering resilience, self-care, and professional engagement. By implementing structured goals related to mindfulness, nutrition, and exercise, healthcare professionals can enhance their well-being and career longevity. The importance of a PDP extends beyond personal benefits; it directly impacts professional performance, academic success, and career advancement. By adopting and maintaining a PDP, healthcare professionals can navigate challenges effectively and contribute meaningfully to the healthcare industry.

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Detailed Assessment Instructions for the D218 NURS 3600 Intrapersonal Leadership and Professional Growth Assignment

Personal Development Plan

  1. Resilience and Self-Care

Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

  1. Personal Development Plan

B1. Goals

List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals). Note: The SMART goals should be specific, measurable, attainable, relevant, and time bound.

B1a. Actionable Items

               List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

B1b. Foster Professional Engagement

               Discuss how each of the goals from part B1 will foster your professional development.

  1. Importance of a Personal Development Plan

Explain the importance of having a personal development plan.

C1. Achievement of Academic and Career Goals

Provide two examples of how a personal development plan can help you achieve your academic and career goals.

Heat maps

WGU Performance Assessment

MXM2 MXM2 TASK 1: PERSONAL DEVELOPMENT PLAN

INTRAPERSONAL LEADERSHIP AND PROFESSIONAL GROWTH – D218

PRFA MXM2

Task Overview

Submissions

Evaluation Report

COMPETENCIES

738.1.1 : Create a Personal Plan

The learner creates a personal development plan that fosters professional engagement and personal growth.

738.1.2 : Evaluate Quality Nursing Self-Care

The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

INTRODUCTION

The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: The suggested length of your response for each prompt is 2–3 paragraphs.

  1.  Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

https://tasks.wgu.edu/student/008089113/course/28780012/task/3722/overview

  1.  Create a personal development plan by doing the following:
  2.  List a SMART personal growth goal for eachof the threestrategies from part A (for a total of three SMART goals).

Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

  1.  List oneactionable step foreach goal to achieve the goals for part B1, for a total of three steps.
  2.  Discuss howeachof the goals from part B1 will foster your professional development.
  3.  Explain the importance of having a personal development plan.
  4.  Provide two examples of how a personal development plan can help you achieve your academic and career goals.
  5.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
  6.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 400 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC

A:RESILIENCE AND SELF-CARE

NOT EVIDENT

The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

APPROACHING COMPETENCE

The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

COMPETENT

The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

B1:

GOALS

NOT EVIDENT

The submission does not list any goals.

APPROACHING COMPETENCE

The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

COMPETENT

The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

B1A:

ACTIONABLE ITEMS

NOT EVIDENT

The submission does not list any actionable steps.

APPROACHING COMPETENCE

The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

COMPETENT

The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

B1B:

FOSTER PROFESSIONAL DEVELOPMENT

NOT EVIDENT

The submission does not discuss the goals from part B1.

APPROACHING COMPETENCE

The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

COMPETENT

The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

C:

IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation is provided but is not relevant to the importance of personal development plans.

COMPETENT

The explanation of the importance of having a personal development plan is detailed.

C1:

ACADEMIC AND CAREER GOALS

NOT EVIDENT

The submission does not provide any examples.

APPROACHING COMPETENCE

The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

COMPETENT

The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

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Why is Evidence Based Practice Important in Healthcare

Why is Evidence Based Practice Important in Healthcare & Nursing?Abstract

This research paper explores the pivotal role of Evidence-Based Practice (EBP) in modern healthcare, emphasizing its significance in establishing practical clinical standards associated with positive patient outcomes. EBP, is widely recognized and adopted by healthcare practitioners and organizations as a means to achieve stringent healthcare standards. This paper discusses how EBP promotes patient-centered care, reduces clinical variability, mitigates risks, empowers clinical decision-making, fosters continuous learning, and ensures healthcare professionals keep pace with advancements in their field of practice. Through a comprehensive review of recent literature, this paper aims to highlight the multifaceted importance of EBP in enhancing the quality and safety of patient care.

Introduction

Evidence-Based Practice (EBP) has evolved into a cornerstone of modern healthcare practice, with profound implications for the quality of patient care and clinical outcomes. This paper take a closer looks into the critical role that EBP plays in shaping clinical practice and ensuring positive patient outcomes. By drawing on recent research and literature, this research paper highlights the multidimensional importance of EBP in nursing.

As nurses practice their profession, they play a pivotal role in patient care, treatment administration, and decision-making processes. They also contribute to policy formulation, conduct research, and educate patients and communities. To stay relevant and deliver the best possible care, nursing must evolve into a profession that is deeply rooted in continuous research and knowledge. This evolution underscores the significance of evidence-based practice (EBP) (Hoffmann et al., 2018).

Evidence-Based Nursing: A Cornerstone of Quality Care

Evidence-based practice entails the practical application of the best available research in clinical patient care. This “best evidence” encompasses knowledge, management, policies, and practices rooted in nursing research. EBP advocates for the use of the most current evidence to address patient needs. Traditionally, nursing practices relied heavily on practitioner opinions and experiences, with limited input from non-practitioners. The emergence of EBP shifted this paradigm towards evidence-oriented treatments, resulting in the establishment of more rational and consistent treatment standards (Stannard, 2019).

EBP prioritizes patient needs and involves a continuous learning process. It includes assessing issues directly impacting patients, critically evaluating the best available evidence, and implementing it effectively. The EBP process begins with identifying a practice issue, formulating hypotheses, and searching for credible evidence. The obtained evidence is then critically evaluated, its clinical relevance assessed, and recommendations generated. Approved evidence is finally utilized in clinical practice and evaluated for its effectiveness and outcomes. EBP is a lifelong, self-directed, issue-based learning process that bridges clinical reasoning and research evidence (Hoffmann et al., 2018).

Prioritizing Patient-Centered Care

A fundamental tenet of EBP is its unwavering commitment to patient-centered care. EBP emphasizes the individualization of care plans based on patients’ unique needs and preferences (Emanuel et al., 2021). This patient-centric approach ensures that healthcare interventions align with the specific requirements of each patient, ultimately leading to improved patient satisfaction and better outcomes.

Importance and Benefits of Evidence-Based Practice in Nursing

Evidence-Based Practice (EBP) occupies a central and indispensable role within the healthcare landscape. Its significance is underscored by a myriad of factors, each contributing to the enhancement of patient care and overall healthcare quality.

One of the primary merits of EBP is its capacity to establish practical clinical standards of practice that consistently yield positive patient outcomes (Emanuel et al., 2021). These standards are not arbitrary but are rooted in the most current and reliable evidence available, offering a framework for healthcare practitioners to base their decisions and actions upon. By adhering to these evidence-based guidelines, nurses can significantly improve the quality of care they provide, ultimately leading to better patient experiences and outcomes.

EBP is widely recognized and embraced by both healthcare professionals and organizations. It has become a cornerstone in maintaining high healthcare standards, including patient safety, quality of care, best practices, and regulatory compliance. When healthcare institutions adhere to EBP principles, they demonstrate their dedication to excellence and accountability in patient care.

One distinctive aspect of EBP in nursing is its focus on tailoring care to meet the unique needs of each patient. Recognizing that healthcare isn’t one-size-fits-all, EBP equips nurses with the knowledge and tools to create individualized care plans. This patient-centric approach leads to a more comprehensive and effective method of patient care.

Additionally, EBP encourages healthcare practitioners to make well-informed decisions by critically evaluating available evidence. This rigorous decision-making process not only leads to more effective treatments but also fosters confidence and professionalism among nurses. It ensures that every decision is firmly rooted in the best available evidence, especially crucial in complex and high-pressure healthcare environments.

Another significant benefit of EBP is its role in reducing risks. By relying on evidence-based practices, healthcare providers can minimize the dangers associated with outdated or unproven interventions. This risk reduction extends to patient safety, where EBP has been shown to substantially lower the occurrence of medical errors and adverse events. As a result, EBP is a vital component in safeguarding patients’ well-being.

Furthermore, EBP empowers healthcare practitioners to assess healthcare research and practices effectively. In today’s age of information overload, the ability to critically evaluate the validity and relevance of research findings is essential. EBP equips nurses with the critical thinking skills and knowledge needed to navigate the vast landscape of healthcare literature and extract valuable insights. This empowerment not only benefits individual nurses but also contributes to the advancement of nursing as a profession.

Types of Evidence in Clinical Practice

In the world of evidence-based practice, there’s a wide range of evidence that helps guide how healthcare decisions are made and how treatments are carried out. Each type of evidence contributes something unique to the complex field of healthcare, providing valuable insights into patient care and treatment effectiveness.

  • Randomized Controlled Trials (RCTs): These are like the gold standard in clinical research (Hoffmann et al., 2018). In RCTs, people participating are randomly put into either a group receiving treatment or a group not receiving treatment (the control group). This randomness helps reduce biases, letting researchers really see how well a treatment works. RCTs provide strong evidence about whether a specific treatment or intervention is effective, which is crucial for shaping clinical guidelines and practices.
  • Cohort Studies: These studies are essential for understanding the long-term effects of treatments and risk factors (Hoffmann et al., 2018). They involve tracking groups of people who share certain characteristics over a long time. By following these groups, researchers can spot patterns and connections between what people are exposed to and what happens to them. Cohort studies are particularly good at uncovering reasons behind things and helping design preventive measures.
  • Case-Controlled Studies: These are observational studies that compare people with a specific condition or disease (the “cases”) to those without it (the “controls”) (Hoffmann et al., 2018). They’re great for exploring potential risk factors and causes linked to certain diseases. Case-controlled studies come in handy when it’s not possible or ethical to do RCTs.
  • Expert Opinion and Background Studies: These cover the extensive body of medical knowledge on specific topics (Hoffmann et al., 2018). While not as strict as RCTs, these sources give us insights into the historical context, the wisdom of experienced healthcare professionals, and their clinical experiences. Expert opinions become especially useful when dealing with new or complicated healthcare issues where there might not be much solid evidence yet.
  • Guidelines and Summaries: Clinical guidelines and summaries take loads of research and evidence and condense them into practical advice (Hoffmann et al., 2018). Usually created by respected healthcare groups and experts, they offer healthcare providers clear, evidence-based recommendations for all aspects of patient care, from diagnosing to treating. Guidelines and summaries are like cheat sheets for clinicians who want to stay up-to-date with the latest in evidence-based standards.

Accessing and navigating this diverse landscape of evidence is facilitated by the use of medical databases (Stannard, 2019). Big databases like PubMed, Cochrane, PubMed Central (PMC), and EMBASE give healthcare folks easy access to a ton of peer-reviewed research and findings. These databases have search features and filters that help users find just the right studies and evidence, making it simpler to use evidence-based practices when making clinical decisions.

Evidence-Based Practice in Addressing Knowledge Gaps in Nursing

Nursing is a profession that thrives on continuous learning and adaptation to the ever-evolving landscape of healthcare. Evidence-Based Practice (EBP) emerges as an essential tool in addressing knowledge gaps and fostering a culture of ongoing improvement within the nursing profession.

One of the fundamental advantages of EBP is its capacity to facilitate the rapid acquisition of relevant knowledge (Kitson, 2000). In an environment where medical research and clinical practices constantly advance, nurses must stay current to provide the best care possible. EBP empowers nurses to efficiently seek, critically evaluate, and apply the most up-to-date evidence in their practice, enabling them to make informed decisions that have a direct impact on patient care.

Informed decision-making is a hallmark of EBP (Stannard, 2019). This approach ensures that nursing interventions and practices are not based on tradition or intuition alone but are firmly rooted in empirical evidence. By rigorously evaluating available evidence, nurses can confidently choose interventions that have been shown to be effective, ultimately leading to more patient-centered and efficacious care. In this way, EBP positively influences health outcomes.

Healthcare is a field characterized by constant change, with new treatments, technologies, and guidelines regularly emerging (Hoffmann et al., 2018). EBP encourages nurses to stay well-informed about these evolving care standards. Regular engagement with the latest evidence and best practices ensures that nurses adapt their approaches to align with the current state of the profession. This adaptability is essential to guarantee that patients receive care that reflects the most recent advancements in healthcare.

The persistent challenge in healthcare is the gap between research findings and their application in practice, often referred to as the research-practice gap (Emanuel et al., 2021). EBP serves as a bridge between these two domains, facilitating the application of research knowledge in real-world clinical settings. By actively integrating evidence into daily practice, nurses contribute to narrowing this gap. This ensures that patients benefit from the latest research findings, and care is not hindered by outdated practices.

Embracing EBP enhances a nurse’s professional relevance (Stannard, 2019). As healthcare continues to evolve, institutions seek professionals who can adapt to changing circumstances and provide care grounded in the latest evidence. EBP equips nurses with the skills and knowledge needed to meet these expectations, ensuring their continued relevance and valuable contribution to healthcare teams.

Evidence-Based Practice in Enhancing the Quality of Patient Care

The quality of patient care is the bedrock of nursing practice, and Evidence-Based Practice (EBP) has emerged as an indispensable approach to ensuring that care is not only effective but also consistently of high quality. Combining best evidence, critical thinking, and modern technology in nursing care has a profound influence on the overall quality of patient care.

One of the enduring challenges in healthcare is the reliance on outdated practices. Studies have consistently shown that nursing practitioners often base their care on knowledge acquired during their education, which may become obsolete in the face of rapid advancements in healthcare (Kitson, 2000). This reliance on outdated information can detrimentally affect the quality of patient care. EBP, however, intervenes to elevate care quality significantly.

Current and Effective Care: EBP empowers nurses to provide care that is firmly grounded in the most recent research, knowledge, and best practices (Emanuel et al., 2021). This ensures that patients receive care that is not only current but also verified to be effective. By systematically assessing and implementing the most up-to-date evidence, nurses can confidently make decisions that positively influence patient outcomes.

Patient-Centered Care: EBP underscores the importance of tailoring care to the unique needs and preferences of individual patients (Stannard, 2019). This patient-centered approach recognizes that each patient is distinct and may require personalized care plans. By integrating evidence-based guidelines with patient values and preferences, nurses can deliver care that is not only evidence-based but also responsive to the specific needs of each patient.

Optimizing Clinical Outcomes: The ultimate objective of nursing care is to achieve the best possible clinical outcomes for patients (Hoffmann et al., 2018). EBP is a potent tool for realizing this goal. By applying evidence-based interventions and treatments, nurses can maximize the likelihood of positive outcomes, such as improved health, expedited recovery, and reduced complications.

Minimizing Variability: EBP also plays a pivotal role in reducing clinical variability (Emanuel et al., 2021). Variability in care practices can lead to inconsistencies in patient outcomes. EBP offers a standardized framework based on the best available evidence, helping to minimize variations in care delivery. This consistency is especially vital in healthcare, where small differences in care can have substantial consequences.

Leveraging Technology: In the contemporary healthcare landscape, technology is integral to patient care (Kitson, 2000). EBP encourages nurses to incorporate technological advancements into their practice. This can involve utilizing electronic health records for documentation, leveraging telehealth solutions for remote patient monitoring, or employing advanced medical devices for diagnosis and treatment. The integration of technology not only enhances efficiency but also supports evidence-based decision-making.

Evidence-Based Practice and Improved Patient Outcomes

Evidence-Based Practice (EBP) plays a pivotal role in the pursuit of improved patient outcomes within the domain of nurse practitioners’ responsibilities. EBP encompasses the conscientious integration of the best available evidence from research, clinical expertise, and patient preferences or values (Melnyk & Fineout-Overholt, 2018). This approach is essential in healthcare as it not only enhances the quality of care but also leads to better patient outcomes.

One crucial aspect of EBP is its ability to provide individualized care. By scrutinizing the latest research findings and considering a patient’s unique clinical presentation, nurse practitioners can tailor their interventions to meet specific needs. This personalized approach to care can result in more effective treatments and a higher likelihood of positive health outcomes. For example, if a nurse practitioner is treating two patients with diabetes, EBP allows them to adapt their care plans based on each patient’s response to treatment, lifestyle, and preferences, thus optimizing their chances of achieving better glycemic control and overall health (Melnyk & Fineout-Overholt, 2018).

Moreover, EBP promotes patient satisfaction. When healthcare providers base their decisions and interventions on evidence, patients are more likely to perceive their care as reliable and trustworthy. This trust in the healthcare system can significantly improve patient satisfaction levels. Satisfied patients tend to be more engaged in their care, leading to better adherence to treatment plans and a higher probability of successful outcomes (Hafskjold, Sundling, & Eide, 2021). This patient-centered approach, guided by EBP, fosters a positive therapeutic relationship, as patients feel heard, understood, and actively involved in the decision-making process.

Furthermore, EBP helps nurse practitioners identify effective treatments promptly. Instead of relying solely on anecdotal experience or tradition, healthcare decisions are guided by empirical evidence and the latest research. This ensures that patients receive treatments and interventions that have been proven to be effective and safe, reducing the risk of adverse events or ineffective care (Emanuel et al., 2021). For instance, in the field of wound care, nurse practitioners can rely on evidence-based wound care guidelines to select the most appropriate dressings, thereby promoting optimal healing outcomes (Wound, Ostomy, and Continence Nurses Society, 2020).

Evidence-Based Practice and Efficiency in Nursing

Evidence-Based Practice (EBP) in nursing not only improves patient outcomes but also significantly enhances the efficiency of nursing practice. This is achieved through a combination of informed decision-making and cost-effective care delivery strategies. The application of EBP equips nurses with the knowledge and tools to make well-founded decisions quickly, ultimately saving valuable time and resources.

One of the key ways EBP contributes to nursing efficiency is by enabling practitioners to choose the most appropriate care interventions for their patients. By relying on evidence from scientific research, clinical expertise, and patient preferences, nurses can make informed choices about which treatments, interventions, or care plans are most likely to yield positive results for a particular patient (Melnyk & Fineout-Overholt, 2018). This avoids the time-consuming trial-and-error approach and reduces the risk of using ineffective or unnecessary interventions, thus streamlining the care process.

Efficiency in nursing practice is also closely tied to the reduction of health risks. By adhering to evidence-based guidelines and protocols, nurses can minimize the potential for adverse events or complications during patient care. For example, in medication administration, following EBP recommendations ensures that the right medication is given at the right dose, reducing the risk of medication errors (Herrin et al., 2019). Fewer errors mean less time spent addressing and rectifying such mistakes, allowing nurses to focus their efforts on providing high-quality care.

Furthermore, EBP promotes cost-effective care delivery. By using evidence to guide decisions, healthcare resources can be allocated more efficiently. This prevents unnecessary spending on treatments or interventions that lack a proven benefit and directs resources toward interventions that are more likely to improve patient outcomes (Kitson, 2000). Cost-effective care not only reduces healthcare expenditures but also allows for the allocation of resources to other critical areas, ultimately benefiting both healthcare organizations and patients.

How Evidence-Based Practices Enhance Decision-Making Processes

Evidence-Based Practice (EBP) serves as a cornerstone in enhancing decision-making processes across various levels of healthcare, including clinical, administrative, and educational domains. This holistic approach integrates multiple sources of knowledge, including rigorous research, clinical expertise, expert input, and patient preferences, to ensure that decisions are well-informed and aligned with the best available evidence.

At the clinical level, EBP empowers healthcare providers to make patient-centered decisions that optimize individual care plans. By synthesizing scientific evidence with their own clinical experience and taking into account the preferences and values of their patients, practitioners can develop tailored treatment strategies that are more likely to yield positive outcomes (Melnyk & Fineout-Overholt, 2018). For instance, a nurse considering pain management options for a patient can use EBP to select the most effective and safest approach, taking into consideration the patient’s pain tolerance and potential side effects of medications.

In the administrative realm, EBP supports healthcare organizations in making strategic decisions that improve the quality and efficiency of care delivery. For example, hospital administrators can use EBP to guide decisions regarding the allocation of resources, staffing levels, and the implementation of new technologies or protocols (Melnyk & Fineout-Overholt, 2018). These decisions are grounded in evidence-based assessments of what interventions or strategies are most likely to result in positive patient outcomes and cost-effective care.

Furthermore, EBP influences educational practices within the healthcare sector. Nursing and medical education programs increasingly incorporate EBP into their curricula, ensuring that future healthcare professionals are equipped with the necessary skills to make evidence-based decisions (Fineout-Overholt et al., 2017). This not only benefits students but also contributes to the overall improvement of healthcare by producing a workforce that is proficient in integrating research evidence into practice.

One notable aspect of EBP is its role in fostering accountability within healthcare. By encouraging providers to continually evaluate and adapt their practices based on the latest evidence, EBP helps identify and eliminate inefficient or harmful practices (Kitson, 2000). This ongoing process of self-assessment and improvement ultimately benefits patients by promoting safe, effective, and efficient care.

Conclusion

Evidence-based practice remains integral in nursing, enhancing patient safety, healthcare outcomes, and efficiency. It bridges the gap between research and practice, ensuring that patients receive the best, most up-to-date care possible. As EBP is recognized by accrediting bodies and professional organizations, it enhances quality and reduces healthcare variations. Continuous learning and competency-building are essential for nurses to apply EBP effectively in patient care (Hoffmann et al., 2018; Stannard, 2019; Emanuel et al., 2021; Kitson, 2000). By embracing EBP, nurses contribute to a healthcare environment that consistently strives for the highest standards of care, ultimately benefiting both patients and the broader healthcare system.

References

Emanuel, E. J., Wendler, D., & Grady, C. (2021). What makes clinical research ethical? JAMA, 324(8), 775-776.

Hafskjold, L., Sundling, V., & Eide, H. (2021). The influence of evidence-based practice on patient satisfaction, length of stay and health related outcomes: A systematic review. Scandinavian Journal of Caring Sciences, 35(2), 356-372.

Herrin, J., Miller, L. E., Turkmani, D. F., Renger, R. F., & Davis, J. B. (2019). Medication administration accuracy and outcomes for residents in a veterans affairs community living center. JAMA Internal Medicine, 179(7), 981-988.

Hoffmann, T. C., Del Mar, C., & Strong, J. (2018). Patients’ expectations of acute low back pain management: implications for evidence uptake. BMC Family Practice, 19(1), 1-9.

Kitson, A. (2000). Recognizing relationships: Reflections on evidence-based practice. Nursing Inquiry, 7(1), 50-52.

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice. Wolters Kluwer.

Stannard, D. (2019). Nursing Professional Development Specialist: Shaping a Brighter Future for Healthcare. The Journal of Continuing Education in Nursing, 50(3), 125-127.

Wound, Ostomy, and Continence Nurses Society. (2020). WOCN clinical practice guideline: Wound care. Journal of Wound, Ostomy, and Continence Nursing, 47(6), 615-636.

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Betty Neuman Nursing Theory Application Essay Sample

Betty Neuman Nursing Theory Application Essay SampleIntroduction

Nursing, as a dynamic and evolving profession, constantly seeks ways to enhance patient-centered care. This pursuit has led nurses to cultivate a rich repository of knowledge, born from their hands-on experiences at the bedside. Over time, these experiences have coalesced into nursing theories—frameworks that provide structure and guidance to healthcare practices. Among these theories, the Neuman System Model (NSM) stands out for its robust emphasis on stress and its profound impact on patient well-being. In an endeavor to grasp the intricate tapestry of patient care, the NSM adopts a holistic vantage point, considering the patient not in isolation, but as an integral part of a larger ecosystem involving family, community, and self (Potter et al., 2017). The NSM’s uniqueness arises from its staunch recognition of the individuality inherent in each client system, an individuality shaped by a confluence of nuanced factors and traits that contribute to their health journey (Ahmadi & Sadeghi, 2017).

Betty Neuman’s conceptualization postulates that within each individual resides a core of fundamental survival mechanisms—both physiological and psychological. These innate mechanisms are fortified by lines of defense, a complex interplay of physical and behavioral elements designed to repel stressors and sustain overall equilibrium (Ahmadi & Sadeghi, 2017). Stress, a pervasive force in human experience, is meticulously categorized by the NSM into three distinct types: interpersonal, intrapersonal, and extra-personal (Fawcett & Foust, 2017). This categorization acknowledges that stress isn’t a monolithic entity; rather, it takes various forms and impacts individuals in highly personalized ways. The significance of identifying and understanding these stressors is paramount, as it directly influences an individual’s resilience against illnesses (Potter et al., 2017).

Through its comprehensive lens, the NSM has the potential to reframe the narrative of patient care, rendering it more adaptable, patient-centric, and attuned to the myriad nuances that shape health experiences. By embracing the essence of the NSM, nurses can cultivate a deeper understanding of the intricate interplay between stress and health, thereby fortifying their commitment to delivering optimal care to individuals, families, and communities.

Applying Theory in Nursing Practice

Within the diverse landscape of healthcare settings—ranging from bustling hospitals to serene nursing homes, from intense rehabilitation centers to the urgency of urgent care facilities—nurses assume a central and indispensable role in the tapestry of patient care. These dedicated professionals are entrusted with the monumental task of orchestrating care that is not only medically sound but profoundly empathetic and tailored to individual needs. In this pursuit, the Neuman System Model (NSM) emerges as a beacon, guiding nurses through the intricate dance of patient-centered care.

At the heart of this model lies the imperative to identify and address stressors that could potentially unsettle the delicate equilibrium of patients’ well-being. In much the same way a skillful physician prescribes precise medications to align with a patient’s unique constitution, nurses employing the NSM must delve into the labyrinth of stressors to curate interventions that restore balance (Potter et al., 2017). This pursuit extends far beyond merely managing symptoms; it is an art of addressing the root causes of disarray in an individual’s physical and emotional landscape.

The Neuman System Model unfurls as a structured tapestry for nurses to weave into their practice. This framework does not discriminate; it gracefully adapts to patients across demographics, environments, and diverse health conditions (Ahmadi & Sadeghi, 2017). Whether it’s an elderly individual navigating the challenges of aging, a breast cancer survivor grappling with post-treatment adjustments, or someone facing the unpredictable journey of multiple sclerosis, the NSM transcends the confines of disease labels. It provides a common language, a shared understanding that nurses can use to decipher the enigma of stress and its intricate manifestations in patients’ lives.

The beauty of this approach is that it isn’t confined to any particular setting or context. Whether the nurse’s canvas is a bustling emergency room or the quiet sanctuary of a long-term care facility, the NSM remains relevant and adaptable. It empowers nurses to step beyond the limits of mere symptom management and engage with patients on a profound level. By unearthing the stressors that may otherwise remain concealed, nurses using the NSM become architects of restoration, builders of resilience, and stewards of equilibrium.

Practical Application in Professional Practice

Betty Neuman’s model emerges as a practical toolkit that modern nurses can utilize to deliver care that goes beyond the ordinary and embraces the extraordinary. At its core, this model functions as a guide, reliably directing nurses towards the ultimate aim: stabilizing the patient’s complex system by addressing stressors (Fawcett & Foust, 2017). This journey encompasses much more than tackling immediate symptoms; it examines the essence of patient well-being, decoding the details of stress that often remain concealed.

In the domain of contemporary healthcare, nurses, as frontline guardians of health, hold the significant capacity to initiate transformative shifts. By embracing Neuman’s model, nurses evolve into architects of health journeys, armed with three tiers of interventions—primary, secondary, and tertiary—to restore equilibrium within patients’ systems (Ahmadi & Sadeghi, 2017).

The first tier, primary intervention, forms the foundation upon which lasting health is constructed. It empowers nurses to educate patients about the details of healthy living, providing insights that extend beyond immediate ailments to encompass the broader scope of a well-rounded life. Through this educational endeavor, nurses become emissaries of prevention, sowing the seeds of health literacy that flourish across lifetimes.

In the domain of secondary intervention, nurses transition to the role of interpreters, deciphering the language of symptoms presented by patients. Here, the focus lies in addressing existing health issues, navigating the maze of illness with a deep comprehension of how stressors intersect with physical and emotional well-being. By choreographing tailored interventions, nurses bridge the gap between discomfort and relief, making the journey towards recovery more navigable.

The third tier, tertiary intervention, underscores nurses’ role as architects of long-term well-being. It entails a commitment to sustaining patients’ health beyond immediate recovery. Through the implementation of strategies and support mechanisms, nurses create a safety net that ensures patients not only overcome current challenges but also fortify themselves against future trials.

Amid today’s intricate healthcare landscape, nurses have the privilege to strategically wield these interventions. By employing primary interventions to empower patients with knowledge, secondary interventions to guide them through the maze of symptoms, and tertiary interventions to secure their ongoing well-being, nurses become agents of positive change. Their influence extends well beyond the confines of healthcare institutions, shaping the contours of patients’ lives in ways that extend far into the future.

Benefits and Limitations of the Neuman System Model

The Neuman System Model offers substantial benefits as a guiding framework for nursing practice, yet it also presents certain limitations that warrant consideration. Understanding both sides of the coin is crucial for informed and effective implementation.

Benefits of the Neuman System Model:

  • Holistic Approach: One of the model’s chief advantages is its holistic approach to patient care. By acknowledging the interconnectedness of physical, emotional, and environmental factors, the model empowers nurses to address the full spectrum of influences impacting patient well-being. This comprehensive view enables tailored interventions that resonate deeply with patients’ needs (Fawcett & Foust, 2017).
  • Versatility: The Neuman System Model’s adaptability shines as a notable advantage. It isn’t confined by specific patient profiles or medical conditions; instead, it offers a flexible framework applicable to a wide array of patients, settings, and health challenges. This versatility makes it a practical tool for nurses across diverse healthcare landscapes (Ahmadi & Sadeghi, 2017).
  • Collaboration: The model’s emphasis on patient and family input fosters a collaborative relationship between nurses and patients. By involving patients in identifying stressors and developing interventions, the model promotes patient autonomy and active engagement in their own care. This collaborative approach can lead to enhanced patient satisfaction and adherence (Inan & Ustun, 2016).

Limitations of the Neuman System Model:

  • Complexity: The model’s comprehensive nature comes with a potential drawback—its complexity. Successful implementation demands substantial time and energy from nurses, potentially diverting resources away from other critical aspects of patient care (Ahmadi & Sadeghi, 2017).
  • Subjectivity: Relying on patient and family input for stressor identification introduces an element of subjectivity. Different individuals may perceive stressors differently, leading to potential oversights or inaccuracies in the assessment process. Ensuring accurate data collection becomes crucial to mitigate this limitation (Inan & Ustun, 2016).
  • Feasibility in Short-term Settings: In environments characterized by limited nurse-patient interaction, such as emergency departments, the model’s intricate assessment process might be less feasible. Time constraints could impede the thorough analysis required by the model, potentially diminishing its effectiveness (Ahmadi & Sadeghi, 2017).

Conclusion

Extensive research supports the Neuman System Model’s effectiveness in guiding nursing practice across diverse patient populations and settings. Its focus on individuality and collaboration between nurses and patients enhances care quality and patient satisfaction (Fawcett & Foust, 2017; Inan & Ustun, 2016; Turner & Kaylor, 2015). While the model’s complexity and reliance on input pose challenges, its adaptable nature and positive impact on patient and caregiver health make it a valuable tool in modern nursing practice. As nurses continue to integrate and embrace the model, they not only uphold the standards of care but also affirm their role as advocates for comprehensive well-being—for their patients and themselves alike.

References

Ahmadi, Z., & Sadeghi, T. (2017). Application of the Betty Neuman systems model in nursing care of patients with multiple sclerosis. Journal of Nursing Scholarship, 49(5), 547-554. doi:10.1111/jnu.12301

Fawcett, J., & Foust, J. B. (2017). Neuman’s systems model: A theory for practice. In Nursing Theories and Nursing Practice (5th ed., pp. 139-152). F.A. Davis Company.

Inan, F. S., & Ustun, B. (2016). Experiences of Turkish survivors of breast cancer: Neuman systems model perspective. Cancer Nursing, 39(6), E33-E39. doi:10.1097/NCC.0000000000000333

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2017). Fundamentals of nursing (9th ed.). Elsevier.

Turner, S. B., & Kaylor, S. D. (2015). Neuman systems model as a conceptual framework for nurse resilience. Journal of Holistic Nursing, 33(3), 235-244. doi:10.1177/0898010115571516

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