Category: Nursing

Abstract

The Essentials of Masters Education in Nursing created by the American Association of Colleges of Nursing represents a proposal for quality educational intervention. The essentials are the nine skills and knowledge basics that each student who completes the masters program should possess. The implementation of such innovation should improve the quality of care, promote life-long learning, foster interprofessional collaboration, and guide practice with evidence. All of them are vital elements that can assist in improving the quality of care delivery in a variety of settings. In this article, the practical significance of all nine essentials is being reviewed and examined in detail.

Introduction

The Essentials of Masters Education in Nursing created by the American Association of Colleges of Nursing serves a critical role in the development and evolution of graduate education for nurses in the U.S. It represents a product of intellectual labor created by dozens of trained professionals and academics. The document is based on evidence and encompasses a variety of theoretical works and concepts. In this paper, each of the nine essentials will be analyzed from the standpoint of its use for clinical practice, as it is paramount to better understand the significance of the paper.

Background for Practice from Sciences and Humanities

This essential is extremely relevant for practice, as a trained nurse needs to be aware of all recent methods of treatment, prevention, and other scientific discoveries that are relevant to their field of practice. Moreover, each nurse needs to possess a set of skills for adequate analysis and evaluation of the knowledge gathered from an article. Master-level nurses who happen to obtain such skills and meet this essential can become valuable assets to any clinic or health care setting. The reason for this is the continuing increase in the quality and reliability of their medical knowledge. Therefore, the first essential is critical for nursing practice.

Organizational and Systems Leadership

According to the American Association of Colleges of Nursing (2011), organizational and systems leadership are paramount for nurses with a masters degree. This idea can be supported by the fact that leadership is a necessary skill in any health care setting due to the stressful conditions of the working environment. A good leader can often find a way to improve the performance of his or her unit making it more effective at care delivery (Pullen, 2016). A systems perspective is also a practical competence that allows nurses in the field to be better at decision-making as they consider the multifaceted nature of the environment, patients needs, and other factors.

Quality Improvement and Safety

One of the most paramount essentials for nursing practice is quality improvement and safety. This competence allows nurses to have not only knowledge necessary for effective daily operation, but also extra information on how to become a better medic. Improvement of ones practice is a necessary condition for the development of the whole unit. The safety component of the essential is equally important because of the moral obligation of health providers to ensure that a patients life and health are not in any kind of danger. Both components can significantly improve nursing practice and assist professionals in delivering the best care possible in any setting.

Translating and Integrating Scholarship into Practice

The usage of scholarly data to improve ones performance as a professional in a setting that requires such improvement is the key to meeting this essential. In its meaning, it is similar to the first essential with the difference being hidden in the details. This essential is aimed mostly at helping nurses find, process, and apply academic knowledge that is directly pertaining to their field of practice. On the other hand, the first essential revolves around general knowledge and skills to analyze scientific data and use it in practice. In light of this, it seems to be reasonable to stress the importance of establishing a connection between research and practice. Nursing professionals with a masters degree should definitely search for such a connection.

Informatics and Healthcare Technologies

The technology found a way into nurses daily conduct a long time ago. Due to the continuous improvement and change that devices undergo every year, nurses are required to be on the verge of all modern technological improvements. This essential is paramount for practice as it urges all medical personnel to seek and constantly update their knowledge in the sphere of health care technologies. For a nurse, it is always paramount to be proficient in using any available technology in their care setting, as it can be critical for saving lives. In addition to that, meeting this essential improves the attractiveness of a professional for modern clinics with advanced equipment.

Health Policy and Advocacy

Legal and policy aspects of the nursing profession are equally important and challenging as the treatment procedures themselves (Bosch & Mansell, 2015). Being able to navigate in the field of policymaking and becoming an advocate for the nursing profession is critical for improving practice conditions. A graduate who meets this essential can become a valuable asset to the clinic and to the nursing community, as he or she is able to contribute his knowledge of the healthcare system to make it better. When health policies align with the needs of both patients, hospitals, and nurses, the delivery of the best quality of care becomes possible. Therefore, the claim for the significance of this essential for nursing practice is justified.

Interprofessional Collaboration for Improving Patient and Population Health Outcomes

Synergy among health professionals is considered one of the most important aspects of daily practice (Bosch & Mansell, 2015). Being able to find common ground regarding the treatment of patients, general tolerance for everybodys opinion, and recognition of each team members skills is vital for any practice setting. This essential incorporates the skills and knowledge necessary to be an advocate for the nursing profession and, at the same time, be respectful of other health care professionals in the field.

What is more important, a person who met this essential should be able to increase the productivity of the hospital staff by creating strong professional bonds between various specialists. Thus, the establishment of healthy relationships among the medical personnel is paramount for nursing practice and the quality of care.

Clinical Prevention and Population Health for Improving Health

Prevention can be considered one of the most effective ways of improving the longevity of the population (CDC, 2018). A nursing professional who is not only aware of the concept but also has the knowledge and skills to improve currently undertaken measures in this field will always be needed in healthcare. In practice, preventing illnesses could save many lives and taxpayers money as hospitals will require less financial support to accommodate and treat patients.

Working to advance clinical prevention and improve population health is vital for the health care sector on the whole and makes the practice of a nurse easier, as the incidence of serious illnesses decreases. This essential aligns with the moral obligation of a nurse to become an advocate of patients and care for their health in a global way that is beyond current treatment objectives.

Masters-Level Nursing Practice

Preparing professionals who are capable of outstanding performance in multiple care settings is critical for the current state of the health care sector in the U.S. According to Munari et al. (2014), the professional and scientific community recognizes the need for trained nursing professionals in many fields of health care. Master-level nurses can significantly influence the quality of care that is provided in clinics, hospitals, care homes, out-patient settings, and other places where is the need for highly skilled and capable nursing personnel. Moreover, master-level nurses could improve the image of the nursing profession by providing the best quality of medical service.

Conclusion

Overall, the essentials of masters education in nursing identified by the American Association of Colleges of Nursing is a paramount evidence-based educational intervention proposal that is capable of changing the system of graduate education in the sphere of nursing. The changes proposed in the article can significantly improve the quality of masters programs. Each essential is vital for nursing practice in a unique way. A master-level nurse must meet all of them to truly become a valuable asset for the nursing community and hospitals, an outstanding professional, and a patients advocate.

References

American Association of Colleges of Nursing. (2011). The essentials of masters education in nursing. Web.

Bosch, B., & Mansell, H. (2015). Interprofessional collaboration in health care. Canadian Pharmacists Journal, 148(4), 176179.

CDC. (2018). Preventive health care: Gateway to health communication. Web.

Munari, D. B., Parada, C. M. G. de L., Gelbcke, F. de L., Silvino, Z. R., Ribeiro, L. C. M., & Scochi, C. G. S. (2014). Professional Masters degree in Nursing: knowledge production and challenges. Revista Latino-Americana de Enfermagem, 22(2), 204210.

Pullen, R. L. J. (2016). Leadership in nursing practice. Nursing Made Incredibly Easy, 14(3), 26-34.

Defining a Project and Deciding to Do a Project

This project deals with evaluating the effectiveness of the SimMan use in nursing education. SimMan is a human patient simulator developed by Laerdal Medical Corp. It consists of computer software and a mannequin which presents a lifelike adult or pediatric body that includes cardiovascular, pulmonary, and other systems that respond automatically to a users interventions and to the environment (Soper, Swanström, Eubanks, 2008, p. 61).

SimMan also has preprogrammed verbal responses, his chest rises and falls, and he demonstrates a variety of physiologic conditions including trismus, tongue edema and decreased cervical range of motion (Jatm, Kramar, & }upani
, 2007, p. 717). This simulator allows making simulation scenarios more realistic and contributes greatly into educating medical students (Nehring & Lashley, 2009). The decision to do namely this project is based on the fact that little research has been done to prove the effectiveness of the SimMan and, correspondingly, to justify the costs which the implementation of the simulation involves (Waters, 2007). The project will be performed in five major phases: initiation, planning, execution, control, and closing (Houston and Bove, 2007).

Getting Project Approval

First of all, the project will have to be approved by the project coordinator who will decide whether the project pays the cost and whether its implementation is possible. If the project is improved by the coordinator, it will be submitted to the National Institute of Health for further approval. The National Institute of Health funds health programs this is why getting the approval of this institution is critical for the future implementation of the project.

Project Objective

The objective of this project is to demonstrate the improvement of the students knowledge and, in particular, practical skills acquired after the SimMan use during the classes. Apart from this, the use of the human patient simulation is expected to improve the students computer skills and facilitate their acquisition of computer programs. This project is going to show that the students confidence in their actions grows with the fear during the performance of medical procedures getting eliminated. The group of students taking part in the project will learn to perform surgical and needle cricothyrotomy, as well as chest tube insertion, the procedures which, as a rule, require the presence of one or two instructors in case they are performed by a student for the first time on a patient (Greek, 2004).

Building the Project Team

The project team is going to include the following people:

• ten students of the same level of knowledge (preferably sophomores)
• three instructors
• one person specializing in the use of human patient simulators who will teach the students using the basic computer software needed to work with the SimMan

The students will be selected randomly on the basis of their first year examination results. The instructors will guide and assess the students in the course of the project implementation.

Project Plan Overview

The project is going to consist of the following stages:

• selecting the students who will participate in the project
• evaluating the students knowledge and skills before the implementation of the project (including the computer skills)
• basic introduction of how to use the new technology (due to some of them being not familiar with the computers) (Hebda, & Czar, 2009)
• replacing the students unable to take part in the project
• getting approval for carrying out the project
• scheduling the classes
• conducting the classes
• assessing the results and stating whether the objectives have been met

The project will also include timelines, projected costs, risk assessment, and future recommendations.

Project Performance Plan

The implementation of the plan is going to take place in five major stages. The first stage is lecturing the students on medical procedures mentioned above. This may include special visual aids (possibly video recordings). The second stage is lecturing the students on the use of the human patient simulator (SimMan). These two stages will outline the scope for the following practical classes.

First, the students will try to practice on the old simulators (non-computerized) and their readiness for the practice on real patients will be evaluated. Then, SimMan will be used at the classes with the results being recorded correspondingly. After the completion of the project, the results will be carefully evaluated and contrasted. This will show whether the use of the simulator was successful. Comparing the time spent for teaching the students the procedures in question also seems logical. Hypothetically, the classes with the use of the simulator will take less time.

Work Breakdown Structure

The structure of the project is quite simple, though all the details need to be thought through carefully. There are three primary elements of the project, namely, instructors, students, and resources with the success of the project depending on the performance of each element. The instructors are required to perform a number of tasks and activities with respect to five major stages of the project. They have to design timelines and schedule the activities in accordance with them.

Students, in their turn, have to regularly attend the classes in order to build their knowledge in both medicine and informatics since using the information technologies in nursing helps to make the healthcare system effective and efficient (Yoder-Wise, 2003). Finally, the project manager should guarantee the students and instructors access to resources, as well as fast-processing computer equipment to store and assess necessary data (Lundy, 2005).

Resource Plan

The resources needed for the implementation of the project are people and equipment. The simulation testing is going to require a project team consisting of four instructors (three for lecturing, carrying out practical classes, and assessing the students and one specializing in the use of a particular human patient simulator), ten students, and a project manager. Apart from this, the project will demand certain facilities.

High-technology equipment is necessary for training the students because later they will have to use it during their future jobs (Rice, 2005). The students will also need touch-screen monitors that go in a set with the stimulator, SimMan, which is an integral part of the project. The project implementation will also require software programs designed specially for the SimMan and different medical facilities which the students will use for performing medical procedures.

Project Schedule

The project schedule of this project is based on five major stages. The project schedule is expected to have the critical milestones and deadlines highlighted, including those tasks or activities that must be completed before another task may begin (Silvers, 2004, p. 50).

The schedule for the project in question consists of such elements as activities (with respect to initiation, planning, execution, control, and closing stages) and duration of these activities including start date and end date. Generally, project schedules are created with the help of the network diagram or a Gantt chart (Satzinger, Jackson, & Burd, 2008). In case with this project, Gantt chart is the most convenient to use because it allows identifying which tasks overlap and controlling their duration (Marmel, 2006), thus, facilitating their performance and helping to schedule the activities properly.

Project Budget

The budget for this project has been developed basing on labor and resources which it required. As soon as the main tasks have been identified, the amount of time which these tasks demanded was multiplied by labor rates with the labor budget being calculated (Lewis, 2005). Total expenses for personnel recruitment are about $1,600 for the entire period of time. Project expenses with regards to resources have been also calculated. The total sum for project expenses is $31,500. Thus, in general, the project is going to take around $33,000. These are preliminary calculations and the sum which the project is going to require in reality may be bigger.

Procurement Plan

The procurement of the resources which this plan demands is going to be performed in several steps. The first step is formal bid. This concerns both labor and product resources. Another step is purchase procedures. The SimMan simulator has to be ordered prior to the practical classes (desirably a month) and delivered no later than within two weeks. This is why ordering the product should take place right after getting approval for the project. The methods of delivery, as well as timeframes, should be discussed with the suppliers in advance.

Risk Management

The Risk Management Plan outlines main risk which the implementation of the project may face. It should include such components as Risk Identification, Risk Quantification, Risk Response, and Risk Control (Farkas, 2009). There are three main risks for this project. Firstly, the knowledge of the students selected for the project may be insufficient. Secondly, the simulator may be unavailable. And, thirdly, the simulator may get broken. These risks are of medium, low, and critical categories, respectively. They can be managed and controlled this is why they are not of great threat to the project.

Communications Plan

A Communication Plan for this project presents a written strategy for getting the right information to the right people at the right time (Verzuh, 2005, p. 62). This plan outlines other plans within this project (Project Plan, Resource Plan, Project Schedule, Work Breakdown Structure, Risk Management Plan, and Project Budget) which should be shaped in a form of the documents. It provides explanations for each of the plans, identifies the recipient(s) of the plans, and states how often each of the documents is expected to be reviewed.

Quality Management

The quality of the project can be achieved through distributing tasks according to the roles in implementing the project. These roles are project manager and team members (which are further subdivided into instructors and student group leaders). Each of these groups has definite responsibilities and quality objectives to fulfill. Apart from these, they are using different tools for measuring the project quality (for instance, observations and testing for project manager, assessments and keeping records for the instructors, and writing reports on the students progress for the student group leaders).

Project Control

The implementation of this project should be controlled by the Project Manager. Apart from presenting the concept of the project and getting approval for its implementation, the Project Manager is expected to guide the whole process of the SimMan simulator application in the classroom. His/her main tasks consist in labor force management (hiring the instructors, assigning payments, etc), controlling the budget of the project, evaluating reports on the project implementation, approving/disapproving the changes introduced into the project plans, and the like responsibilities.

Project Closeout

The project close-out will be marked by submitting the evaluation report which is going to state whether the project objectives have been met. It will also include disbursing of all the resources used in the course of the project and completing project records. If all the plans which this project consists of are carefully followed, the results will be satisfactory and the project will show that the use of the SimMan simulator can indeed be beneficial in nursing education.

Reference List

Farkas, E. (2009). Managing web projects. London: CRC Press.

Greek, J.S. (2004). What will we do if we dont experiment on animals?: medical research for the twenty-first century. Oxford: Trafford Publishing.

Hebda, T., & Czar, P. (2009). Handbook of Informatics for Nurses & Healthcare Professionals (4th ed). Upper Saddle River, NJ: Pearson Prentice Hall.

Jarm, T., Kramar, P., & }upani
, A. (2007). 11th Mediterranean Conference on Medical and Biological Engineering and Computing 2007. London: Springer.

Lewis, J.P. (2005). Project planning, scheduling, and control: a hands-on guide to bringing projects in on time and on budget. New York: McGraw-Hill Professional.

Lundy, K.S. (2005). Community health nursing: caring for the publics health. Sudbury, MA: Jones & Bartlett Publishers.

Marmel, E. (2006). How to do everything with Microsoft Office Project 2007. New York: McGraw-Hill Professional.

Nehring, W. M. & Lashly, F.R. (2009). High-fidelity patient simulation in nursing education. Sudbury, MA: Jones & Bartlett Publishers.

Rice, R. (2005). Home care nursing practice: concepts and application. Amsterdam: Elsevier Health Sciences.

Satzinger, J.W., Jackson, R.B., & Bud, S.D. (2008). Systems analysis and design in a changing world. London: Cengage Learning EMEA.

Silvers, J.R. (2004). Professional event coordination. New York: John Wiley and Sons.

Soper, N.J., Swanström, L.L., & Eubanks, W.S. (2008). Mastery of endoscopic and laparoscopic surgery. London: Lippincott Williams & Wilkins.

Verzuh, E. (2005). The fast forward MBA in project management. New York: John Wiley and Sons.

Waters, J. (2007). A model patient; Noelles real health issues test medical skills. The Washington Times, p. B01.

Yoder-Wise, P.S. (2003). Leading and managing in nursing. Amsterdam: Elsevier Health Sciences.

In the history of nursing theory, there have been many prominent persons whose ideas are still relevant today. Among the most famous approaches there are the ones created by Callista Roy, Florence Nightingale, Dorothea Orem, and others. The scholarly works of these professionals allowed many healthcare workers of the past and present to arrange their caring process in the most successful and efficient way. Jean Watson is another outstanding nursing professional on whose work this paper will focus.

Jean Watsons theory of human caring is one of the most popular and valuable methods of nursing. In Watsons approach, such fundamentals as spiritual care, kindness, equality, and friendliness are outlined as the essential aspects of nursing care (Watson, 2013). The theory introduced by Watson is based on ten Caritas that include such aspects as sustaining altruistic values, practicing a sympathetic attitude towards others, establishing caring relationships, and giving patients the necessary support and hope (Watson, 2013).

All of these and some other aspects of the theory are related to my personal philosophy. I consider caring as the utmost purpose of nurses professional duties. Thus, it is impossible for me not to agree with Watson that nurses should be loving, helpful, attentive, and sympathetic. I entirely understand my responsibility as a nurse to help people who have health problems and require encouragement. That is why my philosophy aligns with Watsons theory, and I respect this professional very much.

The major reason why I selected this video to watch was that I wanted to enrich my knowledge of Watsons work. Being a follower of this theorists ideals, I never miss an opportunity to get to know something new about her. There were some things that surprised me about the video. Firstly, I was enchanted with Watsons manner of speaking and the way she was talking about her work. It seemed that she was caring even about describing her work (Jean Watson  A theory of human caring, 2012).

Secondly, I found out that Watson started her education and career, not in the sphere in which she then became popular. In the video, Watson mentioned that she had begun studying at an institution that did not even have any academic community (Jean Watson  A theory of human caring, 2012). Thus, I was impressed even more by this womans desire to learn despite obstacles. She had to enter another school to pursue her dream, and I think that by doing so, she set a great example for thousands of people.

Another issue that pleasantly surprised me was the attitude of Watsons husband to his wife. He mentioned that Jean Watson has this incredible ability to use every day, every moment in a positive way (Jean Watson  A theory of human caring, 2012). Such relationships within a family are rather rare nowadays, and it was nice to see that a person that is so busy and dedicated to her work does everything possible to spend some time with her family.

I would definitely recommend this video to other students because it carries valuable information on Watsons theory as well as inspires people to strive for their goals and ideals. The value of the video is in its containing so much professional and personal data on one of the most famous nursing theorists. I was even more inspired by Watsons work upon watching the film, and I would like my peers to share my feelings.

References

Jean Watson  A theory of human caring [Video file]. (2012). Web.

Watson, J. (2013). The theory of human caring: Retrospective and prospective. In Smith, M. C., Turkel, M. C., & Wolf, Z. R. (Eds.), Caring in nursing classics: An essential resource (pp. 237-242). New York, NY: Springer Publishing Company.

Nursing Care Delivery Model

One of the main tasks of nursing teams leaders is to provide consistently high-quality patient care. In order to achieve this goal, it is necessary to adhere to a specific work strategy so that the level of medical services delivery could be sufficiently high. As a nursing concept that may be relevant in this case, a team model can be introduced that involves the division of employees into separate groups for the allocation of duties and control over individual units. Such an approach to care delivery may be effective and useful if the process of its implementation in practice meets proper conditions and principles.

It is not enough to divide a team into groups and entrust its participants with the implementation of specific tasks. As Reiss-Brennan et al. (2016) note, the strategy of the team-based model may be organized around the primary care physician and monitored by the operations manager (p. 827). It means that responsible employees should monitor the implementation of care delivery in a specific medical setting and adjust the work process without distracting personnel. Each member of the staff is to receive appropriate job descriptions and be aware of the degree of individual responsibility.

According to Reiss-Brennan et al. (2016), the contribution of employees can be significant if assigned tasks are carried out competently. It is not necessary to recruit a large staff if group members are not able to implement the provisions of a care plan correctly. Therefore, in a team nursing environment, responsible persons are to be appointed to monitor the work of colleagues and make competent recommendations. In this case, the quality of care for each patient will be high, and the management will be able to count on successful work outcomes.

Advantages and Disadvantages of the Model

The selected team nursing model of care has a number of distinctive features and, in particular, advantages. At the same time, as in any concept, some nuances exist that may affect the work process adversely. When considering the benefits of such a model, it can be noted that the team works collaboratively with shared responsibility (King, Long, & Lisy, 2015, p. 130). This feature allows the management to allocate the load on the staff evenly.

Another advantage is employees increased attention to each individual patient. As King et al. (2015) remark, nurses are in close contact with those who need help, and comprehensive care is carried out, which has a positive effect on both the physical and emotional state of wards. Finally, this model contributes to the convenience of performance control. If responsible persons monitor the care process in each group, it is easier for the management to draw up a work plan and not be distracted by additional difficulties. Therefore, all these advantages explain the relevance of this model in nursing practice.

However, some disadvantages can also be mentioned when evaluating the concept. For instance, according to Deravin, Francis, Nielsen, and Anderson (2017), some stress outcomes may occur while implementing the model into practice due to increased requirements for nurses responsibilities. Also, the risk of conflicts among colleagues increases since many tasks are to be solved jointly, and the personal opinions of individual team members may not coincide.

Another potential disadvantage is the limited list of responsibilities, which hampers the natural process of nurses education in the process of work. However, despite these shortcomings, the nursing care model in question is a valuable mechanism if it is implemented correctly.

References

Deravin, L., Francis, K., Nielsen, S., & Anderson, J. (2017). Nursing stress and satisfaction outcomes resulting from implementing a team nursing model of care in a rural setting. Journal of Hospital Administration, 6(1), 60-66. Web.

King, A., Long, L., & Lisy, K. (2015). Effectiveness of team nursing compared with total patient care on staff wellbeing when organizing nursing work in acute care wards: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 13(11), 128-168. Web.

Reiss-Brennan, B., Brunisholz, K. D., Dredge, C., Briot, P., Grazier, K., Wilcox, A.,& James, B. (2016). Association of integrated team-based care with health care quality, utilization, and cost. JAMA, 316(8), 826-834. Web.

Role incongruity occurs when expectations are not aligned with the requirements of the learning curve to adapt to the new environment. This can be compared to the Nursing Process Theory developed by Ida Jean Orland. Although the theory is aimed towards patient interactions, its dimensions are applicable to the general nursing role. The latter includes the responsibility to use insight and intuition in examining others needs and behavior patterns in order to adapt appropriately in taking action. Interaction suggests that communication should be built on trust, and a nurse must not assume that actions are appropriate until the other individual has confirmed it to be so (Felicilda-Reynaldo & Smith, 2017).

In my first days of nursing practice, I faced extreme stress and self-doubt. Although familiar with nursing concepts, I felt lost in the hectic environment of the hospital. Experienced nurses had specific methods and procedures, using nursing jargon, and could rapidly exchange information to keep track of their duties and rotations. My unfamiliarity felt cumbersome to the team as I could not follow along as well.

Although I did not face immediate hostility similar to the nurse from the case study, it was visible that experienced nurses were frustrated by the fact that everything must be explained to me. I sought to apply the Social Exchange Theory by finding ways that both I and others could benefit. For example, I offered to take on remedial tasks or examine any ongoing difficulties from a fresh perspective in exchange for other nurses being patient and sharing their experience in the specific inner workings of the department. It was a difficult transition, but this exchange helped me remain committed to the process.

Reference

Felicilda-Reynaldo, R. F., & Smith, L. (2017). Needs-based frameworks. In R. Utley, K. Henry, & L. Smith (Eds.), Frameworks for advanced nursing practice and research: Philosophies, theories, models, and taxonomies (pp. 159-172). New York, NY: Springer Publishing.

This essay is aimed to consider the functions which nurses have in their advanced practice. The paper is going to touch on a nurse practitioner, a nurse educator, a nurse informatics specialist, and a nurse administrator. Besides, the functions are going to be compared and contrasted.

A nursing practitioner should be able to independently examine, provide a nursing diagnosis for certain groups of patients, and prescribe treatment for them. In such situations, nurses call for the doctor only in case they need a consultancy. Therefore, nursing practitioners in the advanced nursing practice are involved in the treatment of patients and responsible for it. As for nurse educators, they tend to are expected to communicate with various public organizations which consider issues of nursing practice in the framework of the healthcare system. They deal with the matter of professional reputation increase and organize workshops to contribute to the general qualification of nurses. Nurse educators need to dwell upon the legal issue of the profession. Nurse educators help nurses to be more effective and efficient in their responsibilities, as well as to get to know new information which is important for the profession and enables them to be up-to-date. When it comes to nursing informatics specialists, they are different from nurse practitioners in the following way: they mainly deal with technologies and special equipment (Blais, 2015).

In conclusion, it is necessary to point out that this essay has considered the functions which nurses have in their advanced practice. It is reflected on a nurse practitioner, a nurse educator, a nurse informatics specialist, and a nurse administrator. Besides, the functions have been compared and contrasted.

References

Blais, K. (2015). Professional nursing practice: Concepts and perspectives. London, UK: Pearson.

Professional nursing organizations play a pivotal role in maintaining the high quality of services that patients in various settings receive. Apart from protecting the interests of nurses, such associations provide them with numerous opportunities for further training and access to new knowledge peculiar to the field. Using the example of the National Association of School Nurses (NASN), this paper explores the importance of organizations that unite nurses.

The Association and Its Significance to School Nursing

Just like many professional organizations for care providers, the discussed association is tasked with uniting healthcare specialists. Being founded more than fifty years ago, NASN (2018) provides numerous training programs for school health specialists. Moreover, it encourages innovation and research by organizing professional conferences devoted to the management of chronic diseases at school, the basics of first aid, the liability of school health professionals, and other problems typically faced by school nurses (NASN, 2018).

Defining school nursing and its significance, the association stresses the importance of such professionals ultimate goal  the provision of services that encourage proper physical development and advance academic success (NASN, 2018, para. 1). Therefore, the organization in question has a long experience of improving school nurses professional knowledge.

The associations statements concerning the importance of its work represent the interests of both students and nurses. As for its purpose, the organization aims to facilitate learning and increase the number of qualified school nurses in the United States, thus protecting student safety (NASN, 2018). Its mission is to optimize student health and learning by advancing the practice of school nursing, whereas the vision relates to all students strong constitution and readiness to acquire new knowledge during lessons (NASN, 2018, para. 3). With that in mind, the organizations significance to the profession is manifested in the attempts to make nurses more aware of learning opportunities.

Additionally, becoming a member of the discussed association is inextricably connected to benefits related to professional education and communication with colleagues. For example, its members can use specialized databases and access the organizations own research journal in both printed and electronic versions (NASN, n.d.a). As for other benefits, they include the ability to use applications for online learning and attend courses for specialists working with children diagnosed with diabetes and other chronic conditions (NASN, n.d.a). Moreover, the organization facilitates access to legislation information peculiar to school health and encourages communication between school nurses from different states, which is critical to the successful exchange of best practices.

NASN and Networking Opportunities

As it has been stated, the association being discussed provides its members with numerous opportunities related to interpersonal collaboration. According to Maughan and Willgerodt (2019), networking and partnerships are particularly important for school nurses since the latter are required to leverage being more autonomous and more integrated with the larger health system (p. 109). Due to the need to strike the right balance between acting as an independent professional and a cog in the wheel, school health providers may find it helpful to constantly expand their perspective and learn about their colleagues problems.

Concerning opportunities, NASN (n.d.a) enables nurses to discuss peculiar problems and their solutions and collaborate since its members are welcome to share their research results in conference papers. Apart from that, they can participate in group discussions in an online forum in SchoolNurseNet and read the summaries of online threads that present the key problems that bother specialists in the field (NASN, n.d.a). These opportunities help school providers to be on the lookout for new issues that impact nursing practice in educational institutions.

Healthcare Changes and Changes to Practice

Just like other professional organizations, NASN makes efforts to inform its members about new research avenues and practice-related issues. It can be done in a variety of ways; for instance, the members of NASN can learn about specific problems by reading articles from NASN School Nurse (Maughan & Willgerodt, 2019). Also, the organization uses e-mail notifications and its weekly digest to inform members about the upcoming events or practice changes that affect school health professionals (NASN, n.d.a). Thus, NASN actively uses online communication to increase nurses awareness of news related to legal aspects of care and knowledge peculiar to child health.

Opportunities for Education and Professional Development

Using the resources available to NASN members, school nurses can improve their professional knowledge and skills. Apart from organizing conferences and publishing research articles, NASN (n.d.b) provides access to webinars, online courses (free and requiring payments), and toolkits such as databases to increase the number of qualified professionals. Interestingly, NASN recognizes the importance of communication skills in care provision. The available courses touch upon different practical issues such as the basics of asthma care, the use of IT for care coordination, the potential of social media tools, and a variety of other topics (NASN, n.d.b.). These opportunities demonstrate the associations responsible attitude to skills improvement in school nursing.

Conclusion

To sum it up, NASN belongs to a number of nursing associations in the United States that contribute to the quality of services provided to school students. Its members have numerous opportunities for professional growth and collaboration with colleagues due to the organizations online forum, digests, journal, and conferences. Considering the importance of networking and continuous education, the activity of NASN is significant to the field in terms of care quality and nurse supply.

References

Maughan, E. D., & Willgerodt, M. A. (2019). Developing partnerships to improve school nursing: The domino effect. NASN School Nurse, 34(2), 109-111.

NASN. (2018). About. 

NASN. (n.d.a). Benefits and FAQ. Web.

NASN. (n.d.b). E-learning. Web.

In 2010, the Institute of Medicine (IOM) published a report that set goals for changing the nursing workforce. The main focus of this document was on education that can serve as both a foundation for practice and its improvement tool (Pittman, Bass, Hargraves, Herrera, & Thompson, 2015).

Currently, each nurse working towards a bachelors or other degrees contribute to the aims outlined in the Future of Nursing report. My education is a part of achieving these objectives as well. The following reflection will discuss my participation in the main recommendations of the IOM Future of Nursing as well as my professional opportunities.

IOM Future of Nursing Recommendations

The fourth recommendation declares that the proportion of nurses with a baccalaureate degree should be increased by 80% by the year 2020. My training fits into this role directly as I am a part of those professionals whose learning will lead to a degree in Nursing. According to Pittman et al. (2015), more and more nurses obtain higher education in order to improve their practice. While my contribution does not mean that the number of all nurses with a bachelors degree will increase by 80%, I will be among those professionals who chose to pursue a path to higher education.

In the following years, I will likely pursue other degrees, potentially achieving a doctorate at some point. While it is possible that it will not happen by 2020, I will commit to improving my skills as well as guiding other professionals towards realizing that education plays a significant role in healthcare. Thus, I do not fit into the recommendation fully, but my training may result in a higher number of nurses with a doctorate in the future.

Finally, I believe that the recommendation for lifelong learning is the most valuable suggestion. Nurses with any experience and degree should not think that they have acquired enough knowledge never to concern themselves with education again. Instead, they should strive to learn more each day through universities, courses, scholarly literature, and the latest nursing news. I engage in these practices as well and, thus, adhere to the recommendation to the best of my abilities.

Options in the Job Market

Currently, my educational level offers me a limited set of positions that I can occupy. However, the completion of a bachelors degree may not only provide me with more opportunities in hospitals but also open a path to a career in academics and policy-making. Thus, my competitiveness on the market will rise as I will acquire leadership and communicational skills as well as knowledge needed for in-depth research.

Currently, the number of nursing students continues to rise, increasing the difficulty of the competition as a result. A degree will allow me to aim for higher positions and an option for professional growth. LeFlore and Thomas (2016) find that nurses with higher education can innovate the health industry, providing safe and high-quality care to patients. By using theoretical and practical information obtained during training, I will be able to make informed decisions, propose new research projects, help patients and staff with their healthcare-related concerns.

Conclusion

The goals of IMO Future of Nursing are centered on education for a reason. Knowledge and skill attainment lead to nurses who are prepared not only to deliver quality care but also to drive the industry forward. I hope that my contribution will place me among other leaders and policymakers who improve care and provide patients with the latest and safest treatment. Education will also help me to find a job with a prospect for growth.

References

LeFlore, J. L., & Thomas, P. E. (2016). Educational changes to support advanced practice nursing education. The Journal of Perinatal & Neonatal Nursing, 30(3), 187.

Pittman, P., Bass, E., Hargraves, J., Herrera, C., & Thompson, P. (2015). The future of nursing: Monitoring the progress of recommended change in hospitals, nurse-led clinics, and home health and hospice agencies. Journal of Nursing Administration, 45(2), 93-99.

As a child growing up in a humble background where health care was deficient and almost alien to me, I felt insecure about my own body because it was dependent on other people who understood how my body worked more than I did. In my lifetime I have seen people from all walks of life in dire need of health care, I noticed the poor particularly struggle to find quality health care. I have been inspired by such situations to get involved in health care. I acknowledge that nursing is a field that needs one to serve the public with passion and maintaining the desire to help those in need of health care. I believe that, nursing is not about treating an illness it is offering care from all perspectives. My big dream is to see patients get quality health care in hospitals. One has to be compassionate and caring when handling different types of ailing patients. Nursing care should provide care from a holistic perspective and taking a non-discriminatory approach while handling its patients.

I gained my interest at a nursing home where I discovered my passion for providing reassurance to people who may be feeling anxious or confused and I knew it is a crucial skill to be a nurse. As a placement, I undertook a job at a care center for children with disabilities. The children had various conditions and needs; and I learnt how to balance and meet their needs. My interest in nursing has been enhanced further by my time after high school during sports events. I used to help out injured students by offering basic first aid. I later enrolled at St. John ambulance and developed first aid skills further. I have also had the privilege of working alongside paramedics which is a challenging job. It is tough to work under pressure but I find it satisfying to successfully treat people and reassure them when they are in need. Anatomy has been my favorite subject in my nursing major. I have also learnt about nursing models, theories and got experience on placements. All these are values that I treasure.

From my experience in college through theory and clinical practice, I believe that I am suited to become a nurse. I consider communication is critical between the patient and the doctor. Moreover I need to be honest and give accurate information to all parties involved with the patient. These are traits that a nurse continues working towards perfection. Having the opportunity to put positive impact in someones life is a deep desire that I hold dearly. Personally, getting involved in situations which involves taking charge of someones life at the most vulnerable situations is something that always keeps me working towards my best and the impact that I make in peoples lives is invaluable to me. Nursing is a career that develops an individual to gain great insights in life about health vulnerability and appreciate good health. A career path in nursing is one that comes with changing situations which I have to keep updating skills every time. The diversity of people in which one handles gives the opportunity to learn something new every day. Despite the challenging nature of the job, nothing beats the feeling of helping a complete stranger. It keeps me going and at that moment, I feel rewarded.

Nurse practitioners (NPs) can identify different theories and apply them in their respective units to deliver high-quality care. This nursing critique paper analyses Martha Rogers Science of Unitary of Human Being. It begins by presenting the theorys meaning. The next parts examine the models origin, usefulness, and testability. The last section gives an evaluation of this framework.

Meaning

Rogers Science of Unitary of Human Being has several assumptions that nurses can consider to deliver exemplary care. The first idea is that humans should be treated as integral parts of the universe. Nursing procedures should also focus on individuals and the subsequent manifestations emerging from their interactions with the environment (Baumann, Wright, & Settecase-Wu, 2014). These assumptions will ensure that caregivers focus on the best practices to restore energy fields. These assumptions dictate how this theory operates.

The model presents specific concepts. The energy field refers to a fundamental unit of all organisms and nonliving things. Openness refers to the constant exchange of energy between the environment and humans. The pattern is an abstraction that gives identity to existing energy fields (Phillips, 2015). Pan dimensionality refers to nonlinear domains.

These concepts especially relate to each other. For instance, they all focus on the linkage between the environment and unitary beings. The concepts of resonance, openness, pan dimensionality, and energy field reveal how energy is exchanged between individuals and the environment. The concepts of hemodynamic principles explain how caregivers should perceive unitary beings (Baumann et al., 2014). Nursing is, therefore, a practice aimed at re-patterning energy exchanges.

The theorys concepts appear to affect each other. For instance, pattern and openness dictate how energies are exchanged. The existing fields will also influence the nature of openness and the pattern of waves (Phillips, 2015). Nurses applying this theory should be aware of these effects. When resonance is altered, chances are high that integrality and policy will change accordingly.

Origins of the Theory

Rogers examined the trends that were experienced in America in the 1980s to develop it. For instance, nurses were finding new opportunities in nonclinical settings. Values such as justice, empathy, and sympathy empowered Rogers to propose this model. She also focused on existing nursing knowledge during the time, including the scope of practice, professionalism, and the four meta paradigms (Baumann et al., 2014). She also examined the works of Florence Nightingale and Betty Neuman. The theorist cited different concepts such as the idea of pursuing nursing as an art and a science.

The four meta paradigms motivated this theorist to write the framework. She wanted to propose a superior model to ensure that caregivers provided holistic care. The author used a deductive reasoning approach (Smith & Parker, 2015). This is the case since she focused on the general knowledge existing in nursing to develop a more specific approach for delivering medical support.

Usefulness

Rogers theory is applicable in clinical practice since it presents evidence-based ideas for implementing nursing as an art and science. In nursing, caregivers can consider the presented assumptions to design evidence-based models and transform their patients experiences (Baumann et al., 2014). They can also use it to develop additional competencies.

The model contributes to understanding and predicting outcomes. For instance, it encourages practitioners to seek adequate scientific knowledge. This means that they can analyze and understand the existing health situation and predict the possible outcomes (Smith & Parker, 2015). They will go further to implement appropriate practices to re-pattern their patients energy fields. Health professionals can use Rogers theory in a wide range of settings. For example, practitioners providing services to hospitalized patients can use it to monitor existing clinical guidelines and develop superior care delivery models.

Testability

This theory is testable since it is applicable in different research studies to examine. Scholars can also use it to develop evidence-based procedures for maximizing patients experiences. This model has also been found to generate numerous research studies. Phillips (2015) asserts that the theory has influenced hundreds of qualitative and quantitative studies within the past two decades. Case studies have also been completed to examine its effectiveness.

A good example of a study done using this was completed by Elizabeth Barrett in 1998. Such research resulted in the Power as Knowing Participation in Change theory. The title of the study was Methodological Ponderings Related to the Power as Knowing Participation in Change Tool. The propositions in this theory are relational statements since they seek to establish relationships between the outlined concepts.

Overall Evaluation

Martha Rogers model is a specific model since it focuses on the use of existing knowledge or evidence to re-pattern patients energy fields and improves their health experiences. This theory is also general since it uses a deductive approach, thereby making it possible for it to be applied in a wide range of situations or scenarios. Persons with physical, psychological, emotional, and mental problems can benefit from it. These are the models strengths: applicability in different settings, understanding, and capable of delivering positive health outcomes (Baumann et al., 2014). Its weaknesses include lack of clarity and presence of abstract definitions.

Conclusion

The above discussion has revealed that Martha Rogers model is applicable in different health settings to improve patients experiences. I will use this theory in my practice since it will empower me to engage in lifelong learning. This means that I will develop a superior nursing philosophy.

References

Baumann, S. L., Wright, S. G., & Settecase-Wu, C. (2014). A science of unitary human beings perspective of global health nursing. Nursing Science Quarterly, 27(4), 324-328. Web.

Phillips, J. R. (2015). Rogers Science of Unitary Human Beings: Beyond the frontier of science. Nursing Science Quarterly, 29(1), 38-46. Web.

Smith, M. C., & Parker, M. E. (2015). Nursing theories and nursing practice (4th ed.). Philadelphia, PA: F.A. Davis.