Reflecting on EBP Course: Skills Acquired and Professional Growth

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Table of Contents

Introduction
EBP Approach: Focusing on the Crucial Evidence
Promoting Change: Introducing the Target Population to Improvements
Lifelong Learning: Consistent Acquisition of New Information and Skills
Conclusion
References

Introduction

Courses as the means of learning new skills and abilities are often taken for granted. However, they offer a plethora of opportunities for extending one’s professional experience and developing the abilities that will serve as the basis for professional growth. The course in question sheds a lot of light on the concept of EBP, therefore, allowing me to train the skills associated with research. However, apart from the identified ability, I also gained an opportunity to learn how a new intervention can be introduced to the target population, how one can convince people to accept it, and the concept of lifelong learning as the foundation for further professional growth.

EBP Approach: Focusing on the Crucial Evidence

The course taught me the importance of applying the EBP approach as the foundation for further decision-making, including the design of the appropriate therapy and the identification of the strategies that can be used to assist the patient. While seemingly obvious, the usefulness of the EBP framework is often overlooked. As a result, problems with determining the diagnosis, preventing the instances of further possible aggravation of the patient’s condition, etc., can occur in the nursing environment. To prevent the associated issues, one must adopt the EBP approach as the foundation for efficient nursing (Neher, Stahl, Festin, & Nilsen, 2016).

Promoting Change: Introducing the Target Population to Improvements

The significance of encouraging change in patients’ behaviors is also a crucial skill that was learned during this course. There is no secret that an intervention is successful only as long as patients recognize the importance of adopting the suggested strategies and changing their behavior in a specific way. However, promoting a behavioral change is a challenging task that requires specific skills. Therefore, by learning about how patients can be persuaded to accept the suggested behavioral change, I gained the new skills that will allow me to improve the patient outcomes to a considerable degree (Spoelstra et al., 2015).

Lifelong Learning: Consistent Acquisition of New Information and Skills

Last but not least, the significance of the consistent acquisition of nursing skills became evident to me as I continued participating in the course. I realized that to become an expert and reach the desired level of competence, I will need to learn new information and develop new abilities regularly. Thus, meeting the ever-changing quality requirements can become a possibility. Lifelong learning is especially important in nursing because of the increasingly high diversity levels. By adopting the identified approach, one will be able to engage in a cross-cultural conversation based on the multicultural information acquired previously. Furthermore, the opportunities for learning new information with every new nursing case are created successfully (Jukema, Veelen, & Vonk, 2014).

Conclusion

Although the course in question focused primarily on the issue of EBP, it also enabled me to convince the target population to accept the offered intervention, use the strategies with the help of which people can be introduced to it, and adopt the principles of lifelong learning as the foundation for professional development. Thus, the course in question conditioned my further professional development and encouraged me to acquire new information and skills as a part of my career. Along with the identified lessons, other revelations such as the necessity to adopt a patient-centered approach, the promotion of emotional intelligence, etc., have been made. Therefore, the course served as the basis for acquiring and training a range of essential nursing skills.

References

Jukema, J. S., Veelen, N. V., & Vonk, R. (2014). Students experienced help from preservative care. A reflective case study of two nursing students caring from a nursing framework on good care for older people. International Practice Development Journal, 5(2), 1-13. Web.

Neher, M., Stahl, C., Festin, K., & Nilsen, P. (2016). Implementation of evidence-based practice in rheumatology: What sociodemographic, social cognitive and contextual factors influence health professionals’ use of research in practice? Journal of Rheumatic Diseases and Treatment, 2(3), 1-9. Web.

Spoelstra, S. L., Given, C. W., Sikorskii, A., Coursaris, C. K., Majumder, A., DeKoekkoek, T., Schueller, M., &. Given, B. A. (2015). Feasibility of a text messaging intervention to promote self-management for patients prescribed oral anticancer agents. ONF, 42(6), 1-11. Web.

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Reflecting on EBP Course: Skills Acquired and Professional Growth

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