Category: Professional Development

Self-Assessment

Exploring one’s potential for professional growth is essential to further career development and the general ability to learn more and become a better expert. Therefore, tools such as the Professional Competency Self-Assessment Form and especially the PMHNP Pre-Test (Diagnostic Readiness Test, or DRT) give ample opportunities for defining one’s strengths and weaknesses, thus outlining a strategy for improving my nursing skills (Hopkins, Lyle, Ralston, Bego, & Hieb, 2018). According to the current test results, I will need to make a significant effort to become proficient in the selected areas of study, which means that a personal development plan will be required.

Due to the low scores in theoretical knowledge, management of the needs of suicidal patients, addressing violence, and several other areas, it will be needed to build a strategy for acquiring crucial knowledge fast and gain an in-depth insight into the identified domains of nursing. By introducing a framework that will allow me to connect theory and practice, simultaneously exploring the specified areas of nursing and determining the strategies for addressing public health issues, I will be able to improve my skills and acquire new competencies.

The process will also require learning how health policies and changes implemented in multiple healthcare disciplines affect people’s well-being. At present, I must learn about the connection between different domains of nursing, as well as the nursing theory and its application to practical health concerns. Thus, I will have a chance to complete the gaps in my current knowledge comparatively fast and, which is even more important, explore different areas of nursing as integral parts of a single system. Thus, I will create the basis for a future learning process that can become self-directed.

Plan

The process of learning will need to follow a clear and detailed outline with key milestones that will outline the stages of my progress. Therefore, a personal development plan is needed to create the framework for the continuous improvement that I will have to accept as a part of my professional philosophy and ethics (Darvill, Stephens, ‎& Leigh, 2018). The plan will incorporate the steps such as outlining the key areas that will require my professional attention, locating the resources needed to master these areas, exploring the available tests for identifying the progress, and defining the further course of my development (see Table 1).

Table 1. Personal Development Plan.

The goals of the plan include acquiring the knowledge needed to advance in the areas of care such as addressing violence, suicide, substance-related disorders, crisis adjustment, serious mental illnesses, eating disorders, mood disorders, and personality and neurocognitive disorders. As shown in Table 1, the significance of making interdisciplinary connections between the areas of study is critical since it will introduce me to the concept of comprehensive nursing care and allow me to meet the needs of target population groups in my future nursing practice.

Addressing the time management issue is the key concern for me at present since I have been working full time, hence I need to prioritize my tasks and improve my schedule. By integrating all resources that I can find, including text, visual data, simulations, and research, I will be able to advance in nursing significantly and improve my current understanding of addressing health issues in patients.

References

Darvill, A., Stephens, M., ‎& Leigh, J. (2018). Transition to nursing practice: From student to registered nurse. Learning Matters.

Hopkins, R. F., Lyle, K. B., Ralston, P. A., Bego, C. R., & Hieb, J. L. (2018). Board 121: Retrieval practice and spacing: Effects on long-term learning among engineering precalculus students. In 2018 ASEE annual conference & exposition (pp. 1-10).Syosset, NY: National Learning Corporation.

Introduction

With advancing technology, every sphere of people’s lives is subjected to change and improvement. This process creates an environment where people working in any professional field have to constantly continue learning in order to stay adequately qualified. This tendency does not only influence a person’s working skills and abilities but also enhances his or her personal qualities. Lifelong learning can help to stay mentally agile and develop various sides of personality. Therefore, professional development cannot happen without gaining new knowledge and competencies, which also improves other personal qualities.

Main Statements

Lifelong learning can be provided with the help of many different activities. They can include traditional ways like graduate and postgraduate courses, continuing education courses, or a more practical approach, which refers to learning by doing and gaining experience. The key qualities required for being able to engage in continuous development over the years include being open to new ideas, being curious and questioning, learning from successful people, and also teaching others. Learning is not only a feature of educational institutions, it can be done long after finishing school or graduating from university. Everything in one’s environment, both working and personal, can contribute to self-improvement and self-development.

One of the most crucial skills in being able to engage in lifelong learning is the ability of self-reflection. The process of self-reflection roots in metacognition, which was defined by Goupil and Kouider (2019) as the “ability to reflect on our own mental representations to regulate cognition and optimize learning” (p. 403). However, while metacognition is developed in early childhood, in most cases, self-reflection needs to be developed consciously at an older age (Goupil and Kouider, 2019). Being self-reflective can result in understanding and improving many other skills, needed both for professional and private life. At the same time, increasing self-reflective abilities can be done in multiple ways, and it is not always a lonely process.

One of the ways to engage in lifelong learning is finding a mentor. Having a person who can guide and teach from their personal experience is crucial in professional development. A mentor does not simply give instructions; he or she encourages and motivates the mentees, offering them opportunities and methods of self-improving. In the research of Tuomikoski, A.-M., Ruotsalainen, H., Mikkonen, K., and Kääriäinen, M., focused on the mentoring of nurses, it is pointed out that a successful mentoring relationship has several constituents. They include ensuring an interactive relationship, the mentor being motivating, patient, and thoughtful, providing goal-oriented mentoring, supporting the development and learning process of the mentees (Tuomikoski et al., 2019). Together with multiple qualities of a good mentor, the mentees have to be engaged in the process to ensure the progress is happening. Only with active participation of both sides, it is possible to reach professional goals.

However, even being consulted by a mentor or a coach about further professional agendas can be challenging. In Hauer et al.’s (2018) research of fostering lifelong learning skills, some students reported not receiving the right amount and form of guidance in order to understand how to improve. This shows that simply having someone to be guided by is not enough to engage in lifelong learning and to develop the necessary skills.

Conclusion

Therefore, the significance of improving one’s professional competencies and personal qualities throughout life is undeniable. In order to succeed in this process, it is necessary to understand the motivations and reasons, meaning one has to enhance self-reflective skills. To ensure continuous growth, one can be guided by a mentor. However, the mentoring process is not passive and one-sided, and the mentee has to be engaged in self-improvement, not only receiving information but interpreting it and putting it into practice.

References

Goupil, L., & Kouider, S. (2019). Developing a reflective mind: From core metacognition to explicit self-reflection. Current Directions in Psychological Science, 28(4), 403-408. Web.

Hauer, K.E., Iverson, N., Quach, A., Yuan P., Kaner S., & Boscardin C. (2018). Fostering medical students’ lifelong learning skills with a dashboard, coaching and learning planning. Perspectives on Medical Education, 7, 311–317. Web.

Tuomikoski, A.-M., Ruotsalainen, H., Mikkonen, K., & Kääriäinen, M. (2019). Nurses’ experiences of their competence at mentoring nursing students during clinical practice: A systematic review of qualitative studies. Nurse Education Today, 85, 104258. Web.

Introduction

In the United States, the nursing profession is facing numerous challenges in providing quality, safe, and effective healthcare. Patient needs are becoming complex with time because the population is aging, hence demanding special care that overwhelms nurses. As an attempt to reform the nursing profession, the Institute of Medicine (IOM) recommends that nurses should pursue lifelong education so that they can gain necessary competencies, which are critical in meeting the diverse needs of patients across all ages (Macintyre, Murray, Teel, & Karshmer, 2009).

Besides allowing nurses to pursue a lifelong education, IOM also recommends that, by 2020, 80% of nurses should have a baccalaureate degree, while those with doctorate education should double their number. In this view, this essay examines how current nurses fit into IOM recommendations in terms of job markets and the role of future nursing.

Body

The IOM recommendations that nurses with a baccalaureate degree should comprise 80% of nurses, while those with a doctorate education should double by the year 2020, will have a significant impact on job markets. Currently, the job market for nurses in the United States is not very competitive as the health care system is experiencing a considerable shortage of nurses. Some of the factors that contribute to the shortage of nurses are insufficient teaching staff and limited clinical sites (Fitzgerald, Gordon, Katz, & Hirsch, 2012). Hence, insufficient numbers of students can access nursing education and clinical experience whereas the demand for nurses is increasing with time.

According to Macintyre, Murray, Teel, Cynthia, & Karshmer (2009), in the United States, “more than 40,000 qualified applicants were denied admission to baccalaureate and graduate programs in 2007 because of limited faculty and clinical education sites” (p. 447). Therefore, increasing the capacity of nursing education will increase the number of qualified nurses. From the perspective of the job market, it implies that increasing the level of education will enable nurses to gain a competitive advantage in the job market that is gradually shrinking.

Increasing the number of nurses with baccalaureate and doctorate levels of education will transform the role of nurses in the health care system. IOM recommendations “call for nurses to practice to the full extent of their education and training, attain higher levels of education and become full partners with physicians in redesigning health care” (Potera, 2011, p. 14). When nurses attain high levels of education, they will expand their roles proportionately to include leadership roles in the health care system. Since nurses face many challenges that range from institutional to policy issues, nurses can resolve these issues if they can partner with the management.

Therefore, the IOM envisions that “nurses should be full partners, with physicians and other healthcare professionals, in redesigning health care in the United States” (Munro, & Savel, 2011, p. 189). By collaborating with other professionals in the health care system, nurses can identify problems, propose solutions, formulate policies, and implement policies as a way of redesigning the roles of nurses in the health care system. Hence, increasing the educational level provides an opportunity where nurses can expand their roles beyond providing health care to patients.

Conclusion

In conclusion, given that the health care system is becoming complex with time as it experiences a shortage of nurses, the promotion of educational development is an effective strategy for increasing the number of nurses. On this basis, the IOM recommendations are timely because nurses need to increase their expertise and expand their roles in nursing so that they can alleviate problems in the health care system.

References

Fitzgerald, C., Gordon, I., Katz, J., & Hirsch, A. (2012). Advanced practice nursing education: Challenges and strategies. Nursing Research and Practice, 20(12), 1-8.

Macintyre, R., Murray, T., Teel, C., & Karshmer, J. (2009). Five recommendations for prelicensure clinical nursing education. Journal of Nursing Education, 489(8), 447-453.

Munro, C., & Savel, R. (2011). Critical care and the future of nursing. American Journal of Critical Care, 20(2): 188-199.

Potera, C. (2011). Red Cross nursing aligns with IOM recommendations. American Journal of Nursing, 111(2), 14.

Personal Nursing Philosophy

This paper seeks to explore the subject of my philosophy in nursing. The first part of the paper will explain in detail my philosophy of nursing that reflects my life’s values. The information will be of help for those who wish to become a nurse, as well as the difference he or she will make. The second part of the paper includes a poem communicating the reasons behind my nursing career. This will be an in-depth reflection on the values. Lastly, the study paper will discuss how the CNO standards are connected to my values. In nursing, knowledge is the central part of success. Every nurse needs to be acquainted with diseases and their processes. For one to be successful and effective in this field, he or she must be able to apply the theoretical knowledge gained during classes to the workplace. In nursing passing exams cannot be enough to classify a person as competent in the field. It involves a practical application being the application of the gained knowledge.

Reasoning holistically, continuously anticipating the needs of the patient, and prioritizing health care issues are necessary to a nurse. More so, lack of proper time management skills and poor organization in this profession will be detrimental especially with the daily duties one has on different shifts. My personal belief in nursing has also been compassion and caring getting it this from dealing with people who need care and support in hospitals. Connecting with patients on an emotional level is more salient than the physical connection.

Reasons for Studying Nursing

Why I Study Nursing

I study all hours of the night

I put up such a strong fight

I do all these because one day I will celebrate a new life

And one day I will help a family not to mourn

It makes me have the strength of mind and bravery

It teaches me how to handle my disappointment

Some people will curse or bless me

But every day will teach me something new

Reasons why I love nursing

And I put more effort into my studies

Because one day, I will be a Nurse

To help people like you and me

Philosophy of Nursing and Professional Development

When growing up, I always admired the nurses in their white uniforms and caps that I saw in movies. Over the years, my perception of nurses has changed, and having chosen the nursing career, I now understand what nursing entails. It is not just about a person in uniforms but someone who can make a difference in another person’s life. To me, nursing comprises such traits as kind heart and love conveyed through the expertise required to offer surroundings that sustain curing. My philosophy is that this can be possible by anyone as long he or she can offer care and sustain another person. Competent care alongside set guidelines will make one a successful and effective nurse. In the nursing field, everything is never the same.

Every day we come across different patients and different situations that make us learn more every day. My efforts to study are to help me in my future career as a nurse and be of help to other people. For competent services in the health care system, I will need to know the nursing sector, being the reason I studied nursing. It is hard to face the demands when caring for patients daily without the solid foundation of a personal ideology. Time management, respect, advocacy, and honesty are the four matters that any human deserves to have and are particularly essential in the health care field. For this to be done, a nurse will need to have respect, honesty, advocacy, and proper time management.

Competent caring is paramount in my approach to nursing so that I can fulfill my calling as a nurse. My values go well with the College of Nurses standards, which aim at protecting the patients’ interests first. Time management ensures the nurses attend to the patients first before any other business. Being caring and compassionate towards the patients comes with the nurse’s conduct and knowledge. My values in regards to the nursing field will improve a person’s competence and lead to better services in the health sector. Overall, it calls for personal devotion and vast knowledge for one to be competent as a nurse (College of Nurses of Ontario, 2006).

The standard of maintaining boundaries under the CNO connects with my values in nursing. Under this standard, nurses have the duty of successfully creating and sustaining the boundaries in the nurse-client relationship. Through the value of patient privacy as a nurse, I will be able to maintain and set proper boundaries within the relationship. Through this standard, the patient will be able to know the limits of their relationship and do not undermine the judgment and objectivity in the therapeutic nurse-client relationship. In addition, through knowledge and trust between the client and nurse, the relationship will have boundaries and hence a proper and efficient provision of services.

Reference

College of Nurses of Ontario. (2006). Practice Standard: Therapeutic Nurse-Client Relationship. Web.

Cultural Conflict Overview

Health professionals need to analyze the trends recorded in the job market if they are to develop implementable career growth plans. Such a process is instrumental since the industry is becoming complicated due to the emergence of unprecedented trends, including new terminal conditions and technological proliferation. Qualified workers in the field of healthcare should consider their abilities and examine how they stand to address the challenges different patients encounter. The preparation of a personalized marketing plan in the sector remains critical if nurse practitioners are to pursue their career goals successfully. This paper outlines the role of a nurse practitioner (NP), recorded trends in the job market, and core competencies such experts bring to the field of healthcare.

Nurse Practitioner Role: History and Education

The history of the NP role goes back to 1965, when Henry Silver and Loretta Ford embraced the concept with the aim of supporting the increasing demand for high-quality pediatric services (Berg, 2020). Such a role was intended to mitigate the gaps existing between physicians and nurses since they disoriented the nature of care delivery and the outcomes of patients. With the changes in healthcare needs, experts believe that the expansion and definition of NP roles have been informed by the desire to improve citizen’s overall medical experiences (Urbanowicz, 2019). To become a certified NP, health professionals should have completed an educational course and be accredited to become a registered nurse (RN). The RN would then need to hold a Bachelor of Science in Nursing (BSN) and possess a Master of Science in Nursing (MSN).

Required Certifications and Major Roles

The professional should be certified in accordance with the specific NP specialty, such as gerontology, pediatrics, or family practice, and state licensure. The US Drug Enforcement Administration (DEA) license is required before someone is able to secure a job as an NP in the country. Key NP roles include assessing patients, performing tests, and supervising the relevant followers (Urbanowicz, 2019). They are allowed to make diagnoses, provide managed treatment and care to patients, and coordinate departmental practices to improve the overall performance of the sector. They are equipped with adequate skills to counsel, educate, empower, and guide patients depending on the reported medical conditions and complications.

Job Growth in Minnesota

With nursing shortage remaining a problematic issue in the US, many states, such as Minnesota, are in constant demand for skilled workers in healthcare. The projected NP growth for Minnesota is 27.8 percent (Nursing Degree Search, n.d.). Gooch (2022) indicates that the country is seeing a 52.2 percent of growth in the NP field within the next decade, a higher percentage than that of Minnesota. Experts estimate that over 114,000 new job openings will be reported in the same period (Gooch, 2022). Some of the specialties where professionals would be in high demand include pain management, pulmonary, cardiology, aesthetics, and pediatric care.

Salary Range and Job Titles

On average, an NP in the country would receive a salary of around 108,000 to 126,000 US dollars (Gooch, 2022). Analysts in the health and labor force project that the increasing demand for NPs could result in higher remunerations for such professionals in the near future. NPs with the relevant qualifications need to continue identifying competitive employers in Minnesota and across the country. The field of NP is becoming diverse due to the existence of different career fields within the wider sector of healthcare. Some of the common titles under this specialty include Family Nurse Practitioner (FNP), Nurse Informatics, Public Health NP, Nurse Educator, Clinical Research NP, and Medical Writer NP (Cimiotti et al., 2019). Similar job titles include those of physician assistants, physical therapists, chiropractors, occupational therapists, and registered nurses.

Five Employers in Minnesota: Comparison

The leading employers in need of NPs in Minnesota include Allina Health, Mayo Clinic, and Fairview Health Services. The Minnesota Community Care and Hennepin Healthcare tend to advertise whenever there are job vacancies. From a comparison perspective, this state’s employers differ from those of other regions. For example, New York’s leading organizations in need of NPs include Home Health Care Centers and Outpatient Care Centers. In Florida, key employers would include General Medical and Public Hospitals, the US Department of Veterans Affairs (VA), and the Cleveland Clinic. However, states with operational community centers and Mayo Clinics tend to be associated with several job openings, such as Florida and Arizona.

Marketing Plan: Personal Value

Being an NP, I possess the relevant certifications and accreditations that empower me to practice and provide high-quality and personalized services in the family setting. I remain committed and true to my professional philosophy whenever providing health services to the identified patients. Key attributes dictating my practice include integrity, ethics, patient autonomy, efficient communication, cultural competence, and the ability to offer patient-centered support. I engage in lifelong learning to acquire emerging evidence from research, a strategy that widens my expertise continuously (Mlambo et al., 2021). I apply diverse mechanisms to achieve results, such as the power of leadership, teamwork, collaboration, engagement, and mentorship.

4Ps Strategy

The product attribute reveals that I possess the necessary competencies and abilities that are applicable in the field of healthcare. The place attribute indicates that I can offer high-quality services in a wide range of medical facilities and government departments across the country (Mlambo et al., 2021). In terms of price, I can consider the competitiveness of the sector and provide my services within the current salary scale of 108,000 to 126,000 US dollars. The promotion aspect guides me to identify available job openings, make relevant applications, and expand my abilities continuously.

Selected Competencies

Hamric’s Integrative Model presents several competencies that are critical for NPs who want to complete their roles diligently and achieve their maximum potential. The selected two skills pertinent to my current and future practice include ethical decision-making and evidence-based practice. Decision-making will make it easier for me to prevent disagreements while ensuring that the genuine interests of both my followers and patients are met. EBPS are clinical guidelines and regulatory frameworks that are essential in practice. EBP will make it easier for me to introduce emerging ideas in my clinical setting.

Influencing and Advancing Healthcare

The selected and investigated concepts and competencies include EBP and decision-making. Such abilities will influence all followers and team members positively, thereby allowing them to advance their overall healthcare delivery (Fulmer et al., 2021). Similarly, EBP remains a useful concept that equips NPs with emerging ideas and competencies from completed research activities. Such procedures and guidelines become meaningful in healthcare practice by helping mitigate recorded issues and improving the process of care delivery (Fulmer et al., 2021). These positive influences play a significant role in helping advance the overall nature and effectiveness of the healthcare sector.

Conclusion

Qualified NPs need to review the trends and scenarios experienced in the job market to identify the relevant requirements, competencies, and certifications that are needed for a smooth career path. A detailed analysis of the available employers and pay rates could result in a proper marketing strategy informed by the 4P model. The consideration of key competencies can guide NPs to remain prepared for the changing needs of more patients. The professionals will need to take the idea of continuous learning seriously if they are to expand their abilities and eventually succeed in their respective NP fields. Through the power of this presented marketing strategy, chances are high that I will succeed as an NP and provide high-quality and patient-centered care to more citizens.

References

Berg, J. A. (2020). The perils of not knowing the history of the nurse practitioner role. Journal of American Association of Nurse Practitioners, 32(9), 602-609. Web.

Cimiotti, J. P., Li, Y., Sloane, D. M., Barnes, H., Brom, H. M., & Aiken, L. H. (2019). Regulation of the nurse practitioner workforce: Implications for care across settings. Journal of Nursing Regulation, 10(2), 31-37. Web.

Fulmer, T., Reuben, D. B., Auerbach, J., Fick, D. M., Galambos, C., & Johnson, K. S. (2021). Actualizing better health and better care for older adults. Health Affairs, 40(2), 219-225. Web.

Gooch, K. (2022). 6 stats on the US nurse practitioner workforce. Becker’s Hospital Review. Web.

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20(62), 62-84. Web.

Nursing Degree Search. (n.d.). Nurse practitioners in Minnesota. Web.

Urbanowicz, J. (2019). APRN transition to practice: Program development tips. The Nurse Practitioner, 44(2), 50-55. Web.

Professional Education: Background

The United States healthcare education system is designed in such a way that professionals go through different institutions with unique curricula and training requirements. While considerable overlap exists, most of these practitioners are compelled to identify some of the possible differences and integrate their skills. In the working environment, they need to complement each other and focus on the best ways to improve care delivery (Sultz & Young, 2018). Such a framework continues to present both negative and positive outcomes. A proper understanding of its implications on the issues of care delivery, educational efficiency, and costs could support the formulation of better curricula procedures in the country.

Costs

The professional education system in the American healthcare sector allows institutions to develop their own curriculum depending on the anticipated goals. However, considerable overlap in the training requirements is evident. Such a framework results in increased national costs in the training of experts. This problem arises from the duplication of academic exercises. Additionally, medical institutions are compelled to offer additional training to workers obtained from different learning institutions and streamline their activities. The notable advantages include the ability to identify schools with affordable fees and flexible courses (Sultz & Young, 2018). The decision to allow learning institutions to formulate their courses creates a sense of competition, thereby ensuring that most of the graduates possess the much-needed skills.

Educational Efficiency

In the U.S., the promoted learning frameworks make it possible for schools to formulate and develop courses with attainable objectives. Such facilities provide the relevant guidelines and competencies depending on the needs of individual learners. Individuals can, therefore, select the most appropriate schools. Despite these benefits, this framework results in the duplication of learning activities, a trend that triggers increasing costs in the educational process (Sultz & Young, 2018). Most of the graduates will have divergent skills and abilities. Dokova (2018) observes that many health institutions offer additional training to ensure that their practitioners possess the required competencies. This move is critical since it ensures that quality healthcare services are available to more patients.

Patient Care Quality

The existence of different learning institutions with diverse curricula requirements allows beneficiaries to develop unique competencies that help improve care delivery. Most of the graduates possess appropriate skill sets that are applicable in different settings. Such schools engage in curricula improvements, thereby maximizing the abilities of the learners (Sultz & Young, 2018). However, the diversity in competencies could disorient the process of delivering personalized services. Notable gaps might emerge if some institutions offer substandard education, thereby affecting the overall quality of care delivery.

Maldistribution of Physicians

The maldistribution of physicians in the United States remains a common challenge in the wider healthcare sector. Specifically, most of the urban areas continue to record an oversupply of physicians in the country. On the other hand, rural settings are underserved due to the absence of adequate caregivers. This mal-distribution continues to disorient the overall process of care delivery. Consequently, the government can consider evidence-based approaches to address this predicament.

Oversupply in Urban Areas

The increasing number of graduates in the United States has done little to address the issue of physician distribution. Urban centers have more professionals due to the existing opportunities and remunerations. Most of the graduates choose to work in such regions since they study and live there. Most of the policies put in place are not designed to address such a gap. The possible outcome is that most of the regions with a reduced number of physicians record poor health experiences.

Rural and Inner-City Areas

Most of the rural and inner-city areas in this country are characterized by the systemic problem of physician shortage despite the increasing number of graduates. Such areas have unique features that discourage workers from providing their services. The harsh conditions, poor infrastructure, and poor interventions by state governments explain the nature of this reality (Sultz & Young, 2018). Most of the citizens in such areas eventually record poor health experiences. Mennin (2021) argues that individuals working in rural settings lack sources of motivation, such as competitive remunerations and favorable working environments.

Healthcare Delivery System: Wellness and Disease Avoidance

In the recent past, more scholars have begun to promote healthy behaviors in an effort to prevent a wide range of diseases. Wellness programs are becoming common to empower more patients and prevent diseases. These changes continue to transform the overall image of the healthcare sector (Sultz & Young, 2018). It is evident that the new focus will change the nature and process of educating more physicians and healthcare practitioners in the future.

Potential Challenges

The U.S. is experiencing a new orientation whereby learning institutions might be compelled to provide additional training in wellness, behavioral change, and disease prevention strategies. Such a goal might compel all professionals to pursue additional training and acquire the needed skills. The government will be required to incur additional costs to transform the entire educational system (Sultz & Young, 2018). This trend might fail to deliver positive results if most of the stakeholders, such as patients, remain noncommittal. Consequently, the healthcare sector will be unable to achieve most of the anticipated objectives.

The proposed new orientation means that most of the educational programs should be revised to focus on desirable disease prevention and wellness practices. The government will need to recruit professionals and scholars to undertake additional research to inform the change. Most of the institutions with inadequate resources might take longer to transition and achieve their goals. More qualified practitioners will be compelled to go back to school if they are to improve their competencies (Sultz & Young, 2018). The suggested approach will also shift the current focus in such a way that students ignore most of the existing disease management and treatment protocols. A detailed analysis of these challenges is necessary to present the best strategy to support a new orientation in the education system.

References

Dokova, A. (2018). Challenges for the training of health professionals through international university partnerships. Journal of IMAB – Annual Proceeding, 24(4), 2205-2209.

Mennin, S. (2021). Ten global challenges in medical education: Wicked issues and options for action. Medical Science Educator, 31(2), 17-20.

Sultz, H. A., & Young, K. A. (2018). Health care USA: Understanding its organization and delivery (10^th ed.). Jones & Bartlett.

Introduction

The Nursing profession is rewarding, challenging, and fascinating since it involves solving intricate problems and interacting with people. My most exciting moment was in college where I learnt about professional development and interpersonal growth. Routine interactions with my class mates and fundamental nursing courses have shaped my reasoning and creative thinking skills. As learned in one of my classes, professional ethics has shaped my perception of nursing practices and values. Reading materials like the “Joint Statement on Academic Progression for Nursing Students and Graduates” and “Professional Development for Nurses” have helped me gain insights into the nursing profession and solve problems at personal and group levels (Bodine, 2019). Furthermore, my learning experiences have bolstered my professional development plan. Pursuing advanced certification and understanding the various lead patient initiatives will advance my career growth.

Academic Experiences

The experiences gained in and outside class have shaped my interpersonal thinking, and I aim to improve my service quality at work. During my first year, I was introduced to nursing ethics and values essential for quality service delivery. I was motivated by an article on professional values and career choice among nursing students (Alkaya et al., 2018). The article sheds light on human dignity, autonomy in decision-making, privacy, and professional competency. Upon reading the article, I started exercising the values personally and made them part of routine practices.

Furthermore, interacting with the nursing stakeholders was worth my time since I learned much about the different nursing associations fundamental for my career development. The information sessions organized by the college and partner organizations were fascinating and provided networking platforms. My academic experiences involved learning and applying my knowledge in real-life situations and networking with different professions. I created my career development plan that would allow me gain more knowledge and become a competent nurse.

Professional Development Plan

Pursue Advanced Certifications

College education can be insufficient in promoting an influential nursing profession. Therefore, advanced nursing certifications help one gain knowledge not taught in class. Furthermore, the certifications play a significant role in explaining concepts that nursing students fail to understand in classes (Beebee et al., 2018). I intend to pursue certifications in informatics and psychiatry to expand my knowledge in the two study areas. The accreditation in informatics will shape my technological skills, while the certification in psychiatry will facilitate enough information on mental health issues medication. The certificates will also add to my career portfolio, opening the door for advanced opportunities.

Lead Patient Safety Initiative

Nursing education emphasizes patient safety practices and conducive working environment creation. Most of the readings I came across at college discussed the various patient safety initiatives. Due to technological advancements, the nurses should be conversant with multiple mechanisms adopted to enhance patient safety. For instance, the Smart Intravenous Pumps and Barcode Medication Administration help administer the correct dosage (Bodine, 2019). I intend to understand the different patient safety initiatives that enhance my relationship with patients. Pursuing certifications, involvement in the nursing associations, and in-depth research will help me understand the industries.

Conclusion

The nursing profession has involved fascinating experiences and insights from the reading materials. Professional ethics is significant since it enhances interpersonal growth and nursing values. The nursing associations are persuaded by unity as manifested through my interactions during different occasions organized by the university. The knowledge gained in class has convinced me to research on diverse topics and participate in various nursing students’ associations. Furthermore, I have developed a career progression path that involves pursuing advanced certifications and understanding lead patient initiatives. In my view, nursing is the most fascinating and demanding profession.

References

Alkaya, S. A., Yaman, Ş., & Simones, J. (2018). Professional values and career choice of nursing students. Nursing Ethics, 25(2), 243-252.

Beebe, L. H., Roman, M., Raynor, H., Thompson, D., & Ray, S. (2018). Transforming health care through interprofessional graduate education. Perspectives in psychiatric care, 54(1), 19-24.

Bodine, J. L. (2019). Preparing nurse leaders in nursing professional development: Association for Nursing Professional Development Leadership Academy. Journal for nurses in professional development, 35(6), 351-353.

Self-Assessment

For this task, I carried out self-assessment focusing on my desired work-life balance and my short- and long-term professional goals. For that purpose, I used an available template that could be found online. The assessment revealed that the factors that contributed to my work-life imbalanced come from different spheres of life such as family and personal relationships, social life, workplace communication and dynamics, personal habits, and the structure of work that I do. During this self-assessment, I listed the exact factors causing the imbalance and analyzed which of them I could control. Further, I compared my desired work-life balance with the one I could achieve potentially by addressing the aforementioned causes. Also, I worked out my actions in case I fail to meet my goals.

Personal Development Plan

The main contributors to work-life imbalance revealed during my self-assessment were poor self-organization, low time-management skills, and demanding nature of my work. They were confirmed by the feedbacks of my colleagues. As a result, the following personal development goals can be outlined:

• Improvement of self-organization and personal discipline (creating time-schedules and to-do lists for one day, avoiding multitasking)
• Training to boost time-management skills (using materials, exercises, and techniques available online)
• Coping strategies for occupational stress (leisure activities, more active lifestyle)

Professional Development Plan

• Resolution of work time problems:
  • S: Minimizing time spent on simple and medium tasks at work
  • M: By measuring the time spent currently and establishing desired time goals
  • A: Eliminating distractions to stimulate progress
  • R: Will help save time for more leisure and personal activities
  • T: Ongoing practice for 40 days before estimating progress
• Professional improvement (short- and long-term)
  • S: Becoming a more efficient worker by boosting work-related skills
  • M: Measured by listing topics for mastering and going through them gradually
  • A: By more free time dedicated to self-development
  • R: Will help save time, generate better results, and develop career
  • T: Ongoing practice for 30 days starting 10 days after the onset of the first goal. This term will be extended gradually upon completion of each 30-day term.

Action Plans for Professional Development Goals

• Resolution of work time problems (actions):
• Measure the time spent on easy and medium tasks
• Measure approximate time spent on distractions during work
• List distractions and create strategies how to avoid them
• Create reminders to stay aware of distractions
• List positive outcomes that can be generated by following the plan
• Professional improvement (actions):
• Listing work-related skills that require improvement
• Finding books, articles, courses, and classes that can be used for self-improvement
• Creating a list of topics to master and scheduling work on each with daily plans
• Creating time to work of these tasks during leisure hours and adding these activities to daily schedule

Career options and skills:

• Leadership coaching (communication skills, leadership theory mastery)
• Middle management jobs (people management and communication skills, leadership mastery, teamwork skills)

Recourses:

• Coaching training
• Professional experience
• Online resources

Plan for Meeting Personal Priorities

• During tough times and urgent tasks the timeframes for goals will be recalculated and transferred in case of emergencies
• Adherence will be met using more flexible schedules compensating for skipped days
• The internet will provide resources and information
• Networking will be accomplished through the participation in online forums with professionals from similar specialties, reading work-related news sources, and participating in real-life discussions.

It is imperative to mention that the importance of professional development plan should not be disregarded, and it can be used to address some of the areas that are in need of improvement. The assessment tool has helped me to identify that I am an individual that is focused on interactions, and I am determined to impress others. The fact that I value ideas and opinions of others should not be disregarded. It is imperative to understand that every single one has its strengths and weaknesses that need to be addressed to develop as a professional and an individual. For example, individuals that prefer interactions are known to be incredibly optimistic, motivating, and are valued by organizations for their enthusiasm.

It is critical for every person to have an understanding of what areas may have to be improved, and what needs to be done to stay competent. The fact that such individuals are frequently irritated by routine also needs to be mentioned, and it may be necessary to select a job that is not focused on repetitive tasks. Also, it is imperative to keep track of latest trends and approaches. It is also necessary to have an understanding of what techniques can be used to improve the teamwork (Lapointe, 2016). The overall goal of professional development for me would be to be recognized as an outstanding employee, to make sure that I am valued by the organization and I am involved in most operations.

Results of the assessment indicate that the second team member prefers Interactive style. One of the most significant disadvantages of it is that individuals that prefer interaction are frequently disorganized, and it may be necessary to focus on this aspect. For example, it is important to develop time management skills and to make sure that a person is not distracted because valuable time may be lost, and it reduced the efficiency and overall quality of operations.

However, it is necessary to understand that a unique approach may have to be considered to achieve best results. It is understandable that communication is one of the strongest points of this style, but it is important to study the literature on this topic to have an understanding of ways in which relationships in the workplace may be established. Also, it is necessary to note that such individuals enjoy innovative approaches most of the time and can adapt to any changes in the workplace, and this needs to be viewed as a significant advantage that should be taken into account. A range of activities has to be considered to ensure that an individual may be able to overcome any possible hurdles.

The ability to influence others also should be mentioned as a strong point, and one should be able to understand how it can be used to motivate others (Cole, 2015). It is also paramount to mention that the quality of work is also improved significantly when such person is surrounded by others, and it is an aspect that needs to be recognized by every single team member. Overall, it is important to focus on such points as an ability to focus on particular goals because it is evident that these areas are in need of improvement.

The assessment tool has helped to identify that the last team member prefers Cautious style. The fact that such individuals often struggle with making decisions needs to be mentioned, and this should be viewed as an opportunity for growth. For instance, it is necessary to focus on activities that would help this person to become more self-reliant. The development of a schedule would be incredibly useful in most cases, and it can be used to understand the reasonable amount of time that may be devoted to a particular activity. The fact that an individual has an understanding of his or her strengths can be critical, and it would increase their level of confidence in themselves (Schiraldi, 2007).

For instance, people that are cautious are known to be able to think logically, and this is an aspect that needs to be utilized. Also, another benefit of this style is that they are focused on quality most of the time. It is understandable that such individuals may struggle with relationships in the workplace because of their views and perception of work. However, one should learn to express the opinions on particular topics, and overall development of communication is necessary because it is an essential part of modern businesses. It is also paramount to improve the understanding of ways in which conflicts may be resolved because tension in the workplace is not acceptable because it may hurt valuable relationships.

Overall, it is imperative to mention that the most significant percentage of the team is focused on interactions, but the needs of every single member should not be disregarded. The fact that this approach would increase the efficiency of communication also needs to be mentioned. Overall, I think that I would be able to lead the team, but it is imperative to establish relationships to avoid any possible issues (see Figure 1).

References

Cole, G. (2015). Engagement in the workplace. Development and Learning in Organizations: An International Journal, 29(3), 24-26.

Lapointe, P. (2016). An alternative typology for teamwork. World Review of Entrepreneurship, Management and Sustainable Development, 12(1), 50-73.

Schiraldi, G. R (2007). 10 simple solutions for building self-esteem. Oakland, CA: New Harbinger Publications.

The integration of the use of technology in education has long been a subject of debate as well as a goal of several educational institutions. Modern times have made learning technological skills a must in order to cope with the many advances in technology – the internet, the invention of several helpful software, the invention of a variety of electronic equipment to make education more interesting and vivid to learners.

There have been several attempts to study how teachers cope with technological advances and implement new technological skills in their teachings. Jonathan Brinkerhoff has come up with a thorough, longitudinal study of a number of teachers who partook in an intensive course in the integration of technology in education at the Professional Development Academy in a span of two academic school years.

Introduction and Review of Literature

The article started off with identifying barriers that prevent teachers from using technology in the classroom, each, duly explained with supporting evidence from the literature. Four barriers named were: resources, institutional and administrative support, training and experience, and attitudinal or personality factors. Brinkerhoff mentioned a litany of factors supporting attitudinal and personality factors and some on institutional and administrative support but did not delve much into the other two factors of lack of resources and training and experience.

It was obvious that due to limited resources of efficient and a good number of computers, software, a reliable internet connection and the hiring of a trained personnel to impart knowledge and skills to teachers and students, some schools are unable to implement a good program that incorporates computer technology in their curriculum. Training and experiential factors were mostly dependent on administrative and institutional support.

Most barriers were blamed on the teachers’ attitudes and beliefs in the integration of technology in their classrooms and even their own competence in computer and technological skills.

Methodology

Brinkerhoff’s introduction presented the problem at hand and clearly paved the way for the full discussion of the article’s content.

The reader is efficiently led to focus on the “meat” of the article, which was how the academy’s efforts at training teachers in a span of two academic years impact the teachers’ efficiency and attitude towards incorporating computer technology in their classrooms. The preliminary processes of recruitment of prospective participants; establishing the selected teachers’ participation on a voluntary basis; and the provision of support from the school through giving the teachers allowances, free meals and accommodation to those who need it and permission to take leaves during the five days during the school year for follow up training were explained clearly.

The research design leaves no room for questions because goals for every step were given. Even the agenda for each training schedule was itemized, giving the reader an idea of the progression of the course.

The participant’s personal and professional progress was likewise chronicled, even the reasons for each participants’ continuation and dropping out of the study. It is obvious that the researchers kept in close contact with their participants.

Results

Feedback about each training module was assessed and the results of the study were complemented by both quantitative analysis using surveys and qualitative analysis using interviews. The researchers fully intended to keep a tightly designed study in spite of its limitations. Analysis of the data gathered was thorough, making it easy for them to come up with reliable conclusions.

Presentation of the instruments used, including sample items and the data gathered was organized well. The three themes that came out in the interviews namely: “Participants perceived an increase in their technology skills as a result of their

academy experiences” (p. 33); “Participants were less fearful and more confident toward technology following completion of the academy” (p. 33); and “Participants felt the academy had altered their teaching” (p.36) were very encouraging. They were powerful insights that illuminated the great impact the training had on them. It was inspiring to note that the teachers’ appreciation of the training went deeper than surface level, as they reported the academy’s role in boosting their confidence and giving them a renewed drive to impart knowledge to their students. It gave the readers confidence in the academy’s efforts in providing professional development to other teachers. This will eventually redound to the benefit of the students.

Conclusions and Discussions

The article was honest to report even its negative findings and limitations. The researchers were sensitive enough to see through the hidden agendas of the teachers who created assigned projects with low quality just to comply with the requirements in order to keep the materials the academy provided. The upside of this was that the materials were used well in the classrooms.

The study’s limitation of relying on self-report data from the questionnaires and interviews made the researchers realize that going further than the self-report data by directly observing the teachers at work and their effect on the students could have provided more valid data.

The limited number of participants (n=25) also contributed to the reduction of the validity of the statistical analyses.

The discussion, again, presents a number of learnings derived from the study, presented as recommendations. This is the most valuable part of any study, as readers pick up its lessons for them to apply in their professional practice. The academy, or any other provider of professional development training should keep in mind that instruction must be centered on the participants’ interests, use innovative experiential and innovative strategies and varied instruction that allow participants to work individually, in pairs or small groups. Participants must be held accountable for their application of technology integration in their classes, as assessed by their professional development trainers to ensure that they comply with the minimum standards. They should also be open enough to reflect on the lesson’s effectiveness and do the necessary amendments, if need be.

The article also reminds readers to set clear goals in the infusion of technology in education. It advocates deep reflection regarding the school’s motivations in implementing a curriculum supported by computer technology.

The whole article has proven to be coherent in all respects, making it an interesting and enlightening read. A lot of insights may be gained from it and lessons to be brought back to professional practice. The researchers have done a meticulous job in the design, methodology, analysis and interpretation of results -each part supporting the other in an integrated body of work. It may not be a perfect study, as it has its limitations, but definitely, its contribution to the literature on the integration of technology in educational practice is noteworthy.

Reader’s Additional Suggestions

This reader would like to add some suggestions, in order for this critique to be complete. Student participation in the evaluation of the efficiency of the teachers’ professional training must be included, as they are the direct beneficiaries of such efforts. A survey or questionnaire to gather students’ feedback on the teachers’ integration of computers and technology in their current lessons may be created and distributed.

This may also serve as an avenue for them to give their suggestions as to how the teachers may better design a new curriculum based on their interests. The proliferation of innovative software applications, interactive websites, dynamic multimedia presentations and desktop publishing ideas capture the interest of the youth today, and may prove to be effective tools in furthering educational strategies.

Another suggestion to standardize the new curriculum within each school is to echo what the teacher-participants have learned to their colleagues in their respective schools and to come up with a standardized curriculum to be approved by their professional trainers and school administrators. Such curriculum should be evaluated after a substantial period of time.

Brinkerhoff has done an impressive, thorough, enlightening and very sensible research article displaying professional and scholarly standards. It will prove useful to all educators who intend to supplement their curricula with the wonders of technology.

Style and Expression

The title of the article, “Effects of a Long-Duration, Professional Development Academy on Technology Skills, Computer Self-Efficacy, and Technology Integration Beliefs and Practices” may have been too long and technical for many readers’ taste, however, it is truly descriptive of the whole article. Indeed, the study was of long duration, lasting two academic school years. It was on an intensive professional development training of teachers’ skills in computer and technology integration in their own classrooms, and it discussed their pre-and post- beliefs and practices on the matter. Brinkerhoff could not have come up with a better, more fitting title.

The author also gave credit where credit was due, as he properly cited his sources in the text in APA style. The number of references he used was reflective of the thoroughness of his research.

His writing was flawless, his English skills were impeccable – scholarly but understandable to the regular reader, making it easy to appreciate all the points he has discussed, hence learning is easily gained from reading his article.