Introduction
The shadowing experiences have piqued my interest and fueled my drive to discover more about the world of health and medicine. My desire to understand the mechanism through which platelet-rich plasma stimulates tissue growth and the effects of diabetes on the glomerulus emanated from my curiosity. I want to understand everything, and applying what I learn to clinical situations feels excellent.
I appreciate the linkages I have yet to discover in medicine; studying nursing will test my problem-solving abilities. Notably, the ability to acquire knowledge from several fields and combine seemingly disparate thoughts to build a clear picture is what draws me to nursing. The following paper is a breakdown of my reflections on the school of nursing educational framework, the objectives of the nursing program, AACN Fundamentals of Baccalaureate Education, coursework, and personal anecdotes.
The advancement of nursing education is a unique and dynamic national cultural context that revolves around diverse aspects of the profession, teaching methods, and operation techniques. The nursing education curriculum is within a collective consciousness or culture, moulded by political, economic, and social histories (Cynthia, 2021). Despite organized nursing existing in all modern societies and that its core curriculum values and principles are disclosed in specific patterns across all jurisdictions, the healthcare frameworks and the school standards created to provide the nations with a working population for the future generation remain diverse and complex (College of Nursing, 2008). Nursing practice and education are located at a specific period in a country’s history and tradition, reflecting its diversity.
Technological advancements and the growth of nursing duties have also created new ethical quandaries for nurses (Reljić et al., 2019). However, if these quandaries are not addressed effectively, they may severely impact inexperienced nurses’ capacity to make clinical choices. As a result, acquiring and internalizing professional values is crucial to developing the nursing profession (Cynthia, 2021). These values are absorbed and become the practice norms that govern the action of all nurses.
Professional principles are equally promoted, directly or indirectly, through nursing education. Professional nursing standards and good communication skills are required while working on teams with clinicians and professionals from other disciplines. Nurses who spend the time to attend to and appreciate their patients’ concerns are better equipped to handle problems as they emerge, resulting in improved patient outcomes.
Teaching professional values to trainees boosts nurses’ ability to make independent ethical decisions (Reljić et al., 2019). Comprehensive knowledge and incorporation of standards have been achieved through the incorporation of professional values within the curriculum. Nursing students should learn the required skills and knowledge in intellectual, emotional, and practical aspects (Burton et al., 2021). Currently, the affective component in the development of values receives less attention in the medical field. Individuals should reach Bloom’s emotional domain in learning, such as value organization and internalization, to form a value system within the profession.
Communication is essential in all nursing activities and interventions like prevention, diagnosis, psychotherapy, rehabilitation, education, and health promotion. Furthermore, as a scientific way of practice and administration of Nursing, the nursing process is done through discussion, interpersonal environment, and particular verbal communication abilities (Cynthia, 2021). It is essential to read between the lines of patients’ expressions if one wants to connect with them. Identifying the patient’s worries necessitates the nurse’s abilities and earnest aim. Acknowledging the patient is not enough; the physician must also communicate that she is intelligible and acceptable (Reljić et al., 2019).
Learning communication and interpersonal interactions throughout their education should be mandatory for nursing students. They should learn about the numerous components and uses of communication in nursing (Wahlberg & Bjorkman, 2018). Ultimately, emphasis should be made on the necessity of interaction between nurse and patient. Therefore, the learning process must focus on nurse communication skills.
Furthermore, effective communication allows us to comprehend a patient’s medical conditions better. Essentially, it enables us to overcome conflicts, establish respect and trust, and create an environment conducive to ideas, problem-solving, and compassion. Since communication is only sometimes understood, learning efficient communication skills will help nursing trainees avoid misunderstandings (College of Nursing, 2008). Effective communication is dependent on comprehending the emotions underlying the information given by a patient rather than simply receiving the message.
Nonetheless, access to continued personal and professional development is less achievable, feasible, and relevant. Nursing institutions should expeditiously support and make available continued professional development. As a result, nurses should actively participate in continuing professional development to sustain high nursing standards of care through competent practice (Burton et al., 2021). Assignments strengthen trainees’ self-confidence in studying and motivate them to work harder. The assignments are essential to the learners, it helps them in learning and compels them to study and get familiar and others’ experiences. Different abilities should be used in teaching to enable and encourage people to learn.
The school of nursing program objectives is essential to the nursing trainees. The program offers the fundamental and professional education required by medical practitioners for understanding humans, their cultures, and their environments; acquiring and applying nursing theory on which nursing practice is founded; and promoting self-awareness, personal satisfaction, and inspiration for lifelong learning. Through theory and application of the nursing process, graduates who embrace the program objectives are equipped to sustain and enhance client adaption in various healthcare settings.
The Essentials: Professional Nursing Education Core Competencies
The AACN Essentials defines excellence in nursing education and establish the required curriculum material and anticipated abilities of graduates from the baccalaureate, master’s, and Doctorate of Nurse Practitioner programs (Burton et al., 2021). With the membership’s approval of the new, The AACN is dedicated to offering resources, information, and assistance in facilitating this shift. The educational cornerstone for professional nurse training is the same: the foundations of Baccalaureate Education for Professionals in nursing practice. This section analyses my reflection on the AACN Essentials of Baccalaureate Education.
Core Competencies for Professional Nursing Curriculum educates individuals to practice as members of the nursing profession. The domains and competencies highlighted outline the distinctiveness of nursing as a profession, represent the complexity of practice contexts, and hold similar terminology understood by employers, learners, professors, and the general public. The domain’s competencies are intended to be relevant throughout dimensions of care, such as preventive health and wellness, chronic illness care, critical care, and inpatient health care.
According to the American Association of Colleges of Nursing, education substantially influences the knowledge and competencies of nurse clinicians and all healthcare practitioners (College of Nursing, 2008). Nurses are valued for their rational reflection, teamwork, care coordination, health promotion abilities, and ability to work in various outpatient and inpatient environments. Likewise, hospital administrators, pharmaceutical institutions, healthcare facilities, and minority nurse advocacy organizations all acknowledge the meaningful impact baccalaureate-prepared nurses offer to the practice setting.
Conclusion
In conclusion, the supplementary course work strengthens the student’s professional growth, equips the student nurses for a larger field of expertise, and gives trainees a deeper grasp of the historical, geopolitical, economic, cultural, and societal problems affecting individuals and effective healthcare delivery. Significantly, an increasing amount of research suggests that graduates provide unique talents to their employment as nurse professionals and play a significant role in providing safe patient care. The core features of the universal nursing profession are a direct treatment of the ill in and across all situations, public health and therapeutic prevention, and population-based health care. The emphasis on health improvement and risk reduction is a distinguishing element of professional nursing practice.
References
Burton, C. W., Williams, J. R., & Anderson, J. (2019). Trauma-informed care education in baccalaureate nursing curricula in the United States: Applying the American Association of Colleges of Nursing Essentials. Journal of forensic nursing, 15(4), 214–221.
College of Nursing, A. A. of. (2008). The Essentials of Baccalaureate Education for Professional Nursing Practice. Web.
Cynthia L Cummings. (2021). Undergraduate nursing Student Handbook School of Nursing Brooks College of Health. Web.
Reljić, N. M., Pajnkihar, M., & Fekonja, Z. (2019). Self-reflection during first clinical practice: The experiences of nursing students. Nurse education today, 72, 61-66.
Wahlberg, A. C., & Bjorkman, A. (2018). Expert in nursing care but sometimes disrespected—Telenurses’ reflections on their work environment and nursing care. Journal of Clinical Nursing, 27(21-22), 4203-4211.
