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importance of evidence based practice in nursing
importance of evidence based practice in nursing
importance of evidence based practice in nursing
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Learning Strategies and Methods: A Reflection
As I look back upon this course, and the RN-BSN completion program as a whole, I am reminded that this is a process. There will be challenges and victories. I feel that each is meant to teach me something during this journey toward furthering my nursing education. I have always thought that as nurse, it was important to keep current with evidence based research, but returning to the formal school setting was a big step. As stated by Hood (2010) “A professional nurse should expect to commit to a life of continuous learning, growth, and development” (p.30). I take the responsibility of being a lifelong learner and commitment to excellence as a nurse very seriously. I am grateful to be able to say with each class in this program, my skills and knowledge base grow deeper.
Case Study Method of Learning
The case study method is a great way to identify problems in a clinical situation. This method of reflecting on my own personal experiences in a specific set of circumstances promoted thought-provoking questions and ideas. It also helped me to realize the importance of having all the data prior to making a decision on a plan of care. It becomes obvious while attempting to answer questions on case studies when there is not enough information. Case studies are a great way to put yourself into the clinical situation so that as nurses we may have a greater understanding of critical thinking (Asselin, 2012).
Challenges as an Evolving Leader
Today’s nurse, as an evolving leader, must be compassionate, professional and treat the patient as a whole. Professional development and ongoing, lifelong learning is also an expectation for a nurse (Castell, 2008). The learning experience of this course ha...
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..., D., & Lartey, G. (2013). Measurement of Critical Thinking for the RN to BSN Student. Kentucky Nurse, 61(3), 6-7.
Asselin, M. E. (2011). Using Reflection Strategies to Link Course Knowledge to Clinical Practice: The RN-to-BSN Student Experience. Journal of Nursing Education, 50(3), 125-133. doi:10.3928/01484834-20101230-08
Castell, F. (2008). Professionalism in nursing practice. Nursing journal north tec. 12, p. 13-17.
Hood, L. J. (2010). Leddy & Pepper’s conceptual bases of professional nursing (7th ed.). Philadelphia: Lippincott, Williams, and Wilkins
Kubsch, S., Hansen, G., & Huyser-Eatwell, V. (2008). Professional values: The case for rn-bsn
completion education . The journal of continuing education in nursing, 39(8), 375-384.
Urden, L., Stacy, K., & Lough, M. (Eds). (2010). Critical Care Nursing: Diagnosis and
Management (6th ed.). St. Louis: Mosby.
Spencer, J. (2008). Increasing RN-BSN enrollments: facilitating articulation through curriculum reform. Journal of Continuing Education in Nursing, 39(7), 307-313. Retrieved from EBSCOhost.
Laureate Education (Executive Producer). (2009). Issues and trends in nursing: Professional practice models. Laureate Education Inc
The class was provided with an opportunity to participate in a field study observing a registered nurse in a practical setting. The objective was to experience and gain knowledge of different settings and roles a registered nurse can practice in. During the field experience I observed a registered nurse, L. Judd, at Mount Royal University (MRU). L. Judd is currently the Chair of the Bachelor of Nursing program, and has been involved in nursing education at both MRU and McMaster University. In addition to her experience in curriculum development, L. Judd practiced in a clinical setting for ten years in intensive care and surgical units prior to her transition into a nurse educator role. Observations of L. Judd’s practice took place in a boardroom at MRU during an International Directors Working Group committee meeting. Faculty and students were working on establishing a philosophy statement regarding global health for future international education related opportunities. In attendance were six nursing faculty members, three students in the Bachelor of Nursing program and the Chair, L. Judd. Throughout the meeting I determined two domains of practice: education and administration, as well as three quality characteristics that L. Judd demonstrated as a professional and competent nurse: knowledge, leadership and collaboration which make great contribution to her impact on the health care system and the individuals she cares for.
The role of Advanced Practice Registered Nurses (APRN) in health care has been identified as a critical role in the goal to provide high-quality health care. APRNs have a bigger role to play in the health care system and it is important that students are provided with relevant and valuable knowledge as well as experience that improve their abilities. Achieving course objectives are critical for APRNs with the goal of contributing positively to the health care system. As a future APRN, I place high priority on life-long learning and the development of other people’s skill sets. All duties associated with health care require a dedication to excellence and selflessness. These are two components of learning that will improve the capabilities of
Creasia, J., & Friberg, E. (2011). Conceptual foundations: The bridge to professional nursing practice. (5th ed.). St. Louis, Missouri: Elsevier Mosby.
Define a critical thinking task that your staff does frequently (Examples: treat high blood sugar, address low blood pressure, pain management, treating fever etc.). Create a concept map or flow chart of the critical thinking process nurses should take to determining the correct intervention. Include how much autonomy a nurse should have to apply personal wisdom to the process. If the critical thinking process was automated list two instances where a nurse may use “wisdom” to override the automated outcome suggested. Note the risks and benefits of using clinical decision making systems.
Hood, J. (2010). Conceptual bases of professional nursing. (7th ed. ed.). Philadelphia: Lippincott Williams & Wilkins.
Black, B. P., & Chitty, K. K. (2014). Professional nursing: Concepts & challenges(7th ed.). St. Louis, Missouri: Saunders.
Critical thinking and knowledge are the foundation of nursing practice, and the most essential elements in providing quality nursing care. Nu...
Blais, K. K., & Hayes, J. S. (2011). Professional nursing practice: Concepts and perspectives (6th “Rev.” ed.). Upper Saddle River, NJ: Pearson PLC.
Thorne, S. (2010). Theoretical Foundation of Nursing Practice. In P.A, Potter, A.G. Perry, J.C, Ross-Kerr, & M.J. Wood (Eds.). Canadian fundamentals of nursing (Revised 4th ed.). (pp.63-73). Toronto, ON: Elsevier.
Creasia, J.L., Frieberg, E.E., (2011) Conceptual Foundations: The Bridge to Professional Nursing Practice. Fifth Edition. Elsevier Mosby. St Louis, Missouri 63043
Hood, L. (2013). Leddy & Pepper 's conceptual bases of professional nursing. Lippincott Williams & Wilkins.
One of the most essential aspects of doing a job well, no matter what job it is, is the ability to think critically about a situation. Finn (2011) defines critical thinking as “the ability and willingness to assess claims and make objective judgments on the basis of well-supported reasons and evidence rather than emotion or anecdote”. The difference between assessing a certain situation critically and assessing it without any evidence to corroborate your claims is that when you look at something critically, you are using your ability to “come up with the alternative explanations for events, think of research findings and apply new knowledge to social and personal problems” (Finn, 2011). When you can come up with other explanations using evidence, you can also create an alternative way of enhancing the situation. Critical thinking skills are especially important to nurses in a fast-paced setting. Nursing is a very demanding and rewarding field to enter into; it becomes enjoyable when you are good at it. In order to be good at their jobs, nurses need to learn the skills required to think critically and also, relate those skills to their everyday routines. This is known as evidence-based practice. Evidence-based practice is defined as “using the best scientific evidence available to guide clinical decisions and interventions with the goals of fostering self-management skills and improving health outcomes” (Miller, 2011). This paper examines the skills required for critical thinking, how to learn these skills, and how to apply them in clinical settings. (Miller, 2011; Finn, 2011; Noonan, 2011; Lunney, 2010; Wangensteen, Johansson, Bjorkstrom & Nordstrom, 2010; Chitty & Black, 2011).
Blais, K. K., & Hayes, J. S. (2011). Professional nursing practice: Concepts and perspectives (6th ed.). Upper Saddle River, NJ: Pearson PLC.