As the number of patients on dialysis increases, so does the demand for hemodialysis nurses (Dunbar et al., 2012). This program is to provide a well-rounded orientation that will assist the new registered nurse that is integrating into this specialty both professionally and socially (Hall, 2006). Developing this program is a proactive way to address the critical nursing shortage in the outpatient dialysis setting and help students decide whether or
Nursing education with its multiple routes for entry level licensure make it one of the most distinctive in the United States today. From colleges to hospitals, nursing education needs to change to fit how health care is delivered today in the 21st century, meeting the needs of patients with increased complexity. The Future in Nursing report discusses available research on improved patient outcomes when comparing a BSN prepared nurse to an AND prepared nurse. This enforces the IOM”s message of “lifelong learning”. Nurses should always be striving for higher level of education.
The objective of this paper is therefore to critically analyse the significant of practice arena in facilitating learning and how I as a registered nurse practitioner can induce learning in the practice area for a better learning environment. The place I work is a multi disciplinary ward consisting of multi range of learners from new to junior staff nurses, assistant nurses, care assistants and student nurses ranging from all semesters. As to this I will discuss on aspects of physical and social climate in learning environment and how learning core relates in that aspect. I will suggest and support with literature and compare with the learning system at my environment. I will also include the role of formal and informal learning and the learning style based on humanism, behaviourism and cognitive approaches and ways androgogy and pedagogy theories core relates in my learning environment.
This research resulted in the healthcare industry taking great strides to increase the number of baccalaureate-prepared nurses. This paper will discuss some strategies put in place by healthcare facilities, educational institutions, and government legislation to help encourage diploma and associate degree nurses obtain their Baccalaureate of Science in Nursing (BSN). Continuing education is vital to the development and maintenance of strong nurses. Baccalaureate education for practicing nurses is the way to retain the best and brightest nurses (McGrath, 2008). Healthcare facilities throughout the country have realized the need for higher educated nurses and have placed both strategic barriers and incentives in place to obtain the most educated nurses.
I believe my calling is to the role of Advanced Nurse Practitioner. In this new role, I will be able to take on more responsibility, autonomy, and can potentially make a greater impact on patients’ lives. I believe it is our obligation as nurses to stay up to date on our ever evolving practice. As nursing leaders, we should take the initiative to be involved in councils, read nursing journals, and further our education as much as the glass ceiling will allow. A thirst for knowledge is wonderful value to have.
Learning one’s strengths and weaknesses, and understanding goals are essential in meeting the demands of graduate school. Goal Setting It was a daunting task for me to arrive in my decision to pursue advance-nursing education beyond my busy career and family life. After careful analysis and consultations, I realized that the advantages I would get from completing Family Nurse Practitioner Program outweighed its disadvantages. I utilized Specific, Measurable, Action related, Realistic and Time based (S.M.A.R.T.) Objectives in setting my goals to ensure my success in my chosen “battle” (Pugsley, 2009).
As the transition progresses it requires a change in the role from providing care to the patient to prescribing care. Poronsky (2013), describes this journey as both exciting and challenging for the nurse as they can struggle to adapt with this new defined role. The transition according to Poronsky (2013), takes place in two phases. Once the nurse enters into graduate school the first phase begins and is referred to as the learning phase. The second phase is known as the implementation phase and begins at graduation and can last up to two years.
The findings in this article propose that the first year at work continues to be challenging for new graduates. The participants changed jobs during their first year, and others were sincerely considering leaving. This article delivers a comprehensive understanding of the motives for new graduate nurses chose to leave and defines approaches that may help in retaining this important group of healthcare providers. New graduate nurses must learn to resolve the expectations held during nursing school with the stressful challenges of practice. When a new nurse is employed in an acute care setting, many challenges are encountered both by the new nurse and the facility.
Henry is not so convinced and as the procedure looms closer he asks his nurse to help him make a decision on whether or not to go ahead with the procedure. The conclusion will involve how the nurse negotiates with Henry and what outcomes will be possible for Henry and his daughter. It is the responsibility of the nurse and multi-disciplinary teams to identify and protect vulnerable patients. Defining what is vulnerable is very difficult; The Department of Health (DOH ) describe a vulnerable adult as “a person aged 18 years and over, who is in receipt of or may be
By this way, all of them can get a solid support system from one another. In addition to that, taking a unit course is an effective element in filling up the gap between the theories that they learned in school and the nursing practices in the nursing professional world. The unit orientation may teach the newbie nurses to lead by example and learn to become competent in the nursing field. Apparently, the nursing practice arena is very essential to address certain issues which are