Reflective writing in nursing is a part of both theory and practice (10). At the beginning of their nursing education and career, nurses are taught to ask patients many open-ended questions and engage in meaningful dialogue that offers reflection (7). Nurses can continue to ask these open-ended, reflective questions and relate them to their critical decision making and patient care standards (7). Nurses need to continue this self-dialogue to promote positive development both professionally and personally
In this Learning Style paper, I reflect on an experience during my practicum where a conflict with a superior allowed me to see both the positive aspects and hindrances in my learning style. These nuances in my learning style, which I gained more insight with from the Learning Style Inventory (LSI) and Learning Centre Survey (LCS), have allowed me to critically analyze how I will make my learning as a nursing student more effective. My experience with an older nurse during my practicum at Langley Memorial Hospital, along with the results of the LSI and LCS, have given me the perception to critically examine both my advantages and faults as a learner who values teamwork. In the conclusion of this essay, I will develop a plan that not only addresses
All in all, after gathering information from my textbooks, classroom activities, and the nurse I interviewed I was able to construct my own definition of nursing. I define nursing as protecting, promoting, and optimizing a person’s health and abilities, alleviating their pain through diagnosis and evaluating the treatment of their response, and advocating for their care and their families. The interview definitely opened my eyes to view nursing in a different perspective, and how it can be an exhausting profession, but rewarding at the same time.
“Maybe reflective practices offer us a way of trying to make sense of the uncertainty in our workplaces and the courage to work competently and ethically at the edge of order and chaos…” (Ghaye, 2000, p.7) In order to fully understand the personal development and reflective reasoning in relation to your development in the Nursing field, one will have to define these two terminologies. Personal development means to include activities that improve awareness, can develop potential that will ultimately enhance the quality of life. Medical colleges advocate personal development plans as a basis for continuing professional development. Whereas, reflective reasoning is where a nurse can apply learning and insights of others into their own work. In nursing courses students learn through lecture and discussion, which is the primary method for teaching theoretical principles, but when you add a more complete understanding of the relationship between theory and practice one may become a more competent nurse.
Preceptors are nurses who have passion for nursing and the patients being taken care of and want other nurses to feel and gain that same passion. Preceptors, who are looked to as mentors and role models, need to be extremely supportive because student nurses can be intimidated and quickly realize that what was taught in the classroom is completely different in real time. Preceptors should be evaluated of the teaching given and be willing to change in accordance of how different student nurses learn. A preceptor’s commitment to the program and to the student nurses is critical in having a success program and preceptor/student nurse experience (Robitaille,
It is with parents, teachers, and other leaders before us that we are molded and fine-tuned to better envision our future. As nursing students we begin school with insecurities that can be exacerbated by the unfamiliar world of nursing and health care. According to Robinson (2009), faculty have the power to influence and provide opportunities to create an environment for discussions of errors and allow the analysis of the causes and creation of plans to avoid future mistakes” (p. 5). This type of servant teacher leadership can lead a student to achieve personal and professional growth and promotes student success. Robinson (2009) goes on to say that, it is with those faculty who listen and respond to students, who demonstrate skills of listening and empathy, in which students emulate and carry with them in professional practice (p. 6).
Kohn (2001) believes praise given should not make an individual feel manipulated, controlled or encouraged to only depend on someone else’s approval. Instead it should contribute to intrinsic motivation. I concur with Kohn’s opinion that praise should contribute to intrinsic motivation because praise should help pupils through the learning process of building their own judgements of their performance. However, I also agree with Young, (2005) who believe praise used to reprimand pupils is an effective method of managing behaviour. (e.g ‘Sam, you’re the last person I would have thought would interrupt me, you normally listen so well).
This artifact of valuing lifelong learning depicts how I learned how to advocate for my patient. In the paper, I tell the story of a patient that I had who was having difficulty breathing and chest pain. I assessed the patient and informed my nurse of the patient’s issue, knowing that the nurse would know more of why my patient was having chest paint and difficulty breathing. This was a situation I reflected on my Tapestry of Nursing paper because it was a moment that I didn’t know what to do, but I knew that had to advocate for my patient and inform the nurse that the patient is needing help. This story is something I’ll always remember and let it guide me to have confidence when advocating for
Patient education is an essential part of our job as nurses and nurse educators. Whether teaching a patient about a new medication or about a chronic disease, the success of the person is greatly influenced by how well the nurse instructed and supported the patient. Many patients have difficulty understanding the information presented to them by physical/mental limitations, health literacy or a language barrier. It is critical that nurses and all health care providers are provided with the strategies to effectively teach patients correctly, safely and give the information in a way that the patient can comprehend and understand. In Southampton Hospital, the educational and discharge information provided to the patients needs to be updated.
For this section of presentations, I learned about health professional jobs that focused on behavior health. This section’s class presentations focused on community needs, substance use disorders, and nursing simulation learning program. Each presentation was educational and interesting to learn about. I enjoyed learning about the simulation learning center and how the student nurses learn and engage in nursing school. On the other hand, I learned new concepts and terms.