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The Role of an Advanced Practice Nurse in Communities

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Advanced Practice Nurse

Introduction

As a nurse in Plainfield community at union county New Jersey, it is essential for me to prepare for the metamorphosis within the nursing practice. Expanding my role of practice within this region remains an essential factor that needs to be achieved through the advancement of nursing practice that entails a transformative effect within the healthcare system of Plainfield community at Union County in New Jersey. This paper therefore needs to analyze the significant roles and status of my practice within the state of New Jersey as an advanced practice nurse.

The States Report Card

According to the New Jerseys report card, the state of New Jersey has a population estimate of 8,938,175 with the poverty rate of this state standing at 11.4%. The health indicators within this state indicate that some of the chronic diseases that are prevalent among this population include cancer, asthma, diabetes, chronic kidney diseases, HIV/AIDS, Heart diseases and stroke, and tuberculosis (Centers for Disease Control and Prevention. 2013).

The reports also clearly indicates that the access to health care services and resources is more than the lack of health insurance with the understanding of public health care systems and having care providers remaining some of the key elements that determine the manner in which access to these services are employed(Green, Tones, Cross & Woodall, 2015). This indicates the reason why this state is captured in the health report card.

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How this Impacts Community Needs In Terms Of Access to Health Care

In other words, this factors impact the needs of the community in relation to access to resources as a result of the decentralization of resources and nursing staff that is steadily rising. This critically points to the need of advancing my nursing knowledge in order to provide quality services within this community.

How These Community Needs May Impact my Nursing Roles

It is vital to consider that the needs within this community have an impact in my nursing roles. In this case, there is a need of developing good skills through the acquisition of education with the aim of performing the required roles within this region. On the other hand, there is a need of having a clear understanding of the community and their health needs in order to perform my nursing roles effectively (The National Organization of Nurse Practitioner Faculties, 2012). This therefore requires the application of knowledge on the specified areas that are of challenge within this community in order to meet there health needs.

The role of the advanced practice nurses in my practicum clinic setting and how they differ

In determining the role of my practicum setting and the manner in which they differ with that of an advanced practice nurse within my community, it is vital to consider that the aspect of resource dispensation and nursing education varies to a wider extent. These roles are considered to vary in accordance to their purposes and the philosophy that critically focuses on specified roles within the environment (U.S. Department of Health & Human Service, 2013). However, this points out to the need of effective skills and education in achieving the expected outcomes within this community.

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My Community and the Impact It Has On My Clinical Practice

On the other hand, it is also vital to consider that my community has an impact on my clinical practice. This is attributed to the fact that there are several health needs that need to be met and that require the appropriate skills in handling. As a result of this, there is need to ensure that appropriate measures are in place to aid in addressing the communities health needs including staffing the community health centers with an advanced practice nurse.

Conclusion

Expanding my role of practice within remains an essential factor that needs to be achieved through the advancement of nursing practice that entails a transformative effect within the healthcare system of Plainfield community at Union County in New Jersey as an advanced practice nurse.

References

Centers for Medicare & Medicaid Services. (n.d.). Retrieved June 11, 2013, from http://www.cms.gov/

Green, J., Tones, K., Cross R., & Woodall, J. (2015). Health promotion: Planning and strategies (3rd ed.). Thousand Oaks, CA: Sage. Chapter 5, Information Needs? (pp. 211-256)

The National Organization of Nurse Practitioner Faculties. (2012). Nurse practitioner core competencies. Retrieved from http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf

U.S. Department of Health & Human Services. (2013). About the law. Retrieved from http://www.hhs.gov/healthcare/rights/index.html

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Self-Assessment Reflection

Self-Assessment

In recent times, scientific underpinnings to practice have become a major issue of concern where those performing roles in the nursing field are required to self-assess themselves for preparedness. Doctor of Nursing Degree was conceived with the objective of accelerating the translation of evidence and research into practices and also improvement of practices into expertise levels (Wysocki et al, 2015). It is essential to have a self-assessment as a DNP nurse so as to reflect on the experiences.

The reflection would entail the linkage of previous learning and the current experiences. The purpose of reflection is to gauge the extent of preparedness to advance in the nursing practice through exhibiting some advanced level skills and personal development. Through reflection, evaluation and synthesizing of information regarding the nursing practice contributes to one’s growth and development while also controlling an individual’s learning.

AACN approved the DNP for the advanced practice nurses who would be required to have sophisticated skills that would be implemented and used in the performance of their roles (Wysocki et al, 2015). The curricular competencies and essential elements in the DNP program are clearly outlined in the AACN. It is necessary to carry out a personal reflection to assess the compliance to these essentials and possession of competencies crucial for nursing practices.

Scientific underpinnings to practice are one of the essentials provided by the AACN which requires DNP graduates to have a reflection to evaluate the outcome competencies after completing the degree program (Wysocki et al, 2015). One of the competencies I would reflect on as per the scientific underpinnings to practice is the development of the care delivery approaches crucial during the performance of roles.

Assessment and reflection while considering the essentials for competencies in safety and quality patient care are another factor I would address where accountability is ensured (Kesten, 2015). The final competency is the ability to evaluate and develop effective strategies during management of the ethical dilemmas. The reflection would address these essentials of the scientific underpinnings to practice which informs the extent of preparedness.

To meet the pertinent DNP competencies, I would be required to possess some abilities, knowledge and vital skills essential for nursing practices. The DNP has been helpful in the integration of attitudes, informatics skills, and knowledge which culturally support evidence-based and culturally sensitive practices at high levels in the nursing field e.g. the leadership level (Kesten, 2015). My self-assessment after completion of the course, reflects on the competencies of the DNP as outlined by the AACN.

The learning outcomes and competencies outlined would form the basis of the self-evaluation. My increased sensitivity to different populations and diverse organizational cultures and improvement in communication skills are some of the skills identified after self-assessment which meet the pertinent competencies of the DNP (Hallas et al, 2012). These skills are essential learning outcomes for an accountable DNP graduate.

The self-assessment also helped me evaluate my enhanced skills in leadership and also handling complex clinical issues that are increasing over time. The enhanced knowledge to improve patient outcomes and nursing practice was also acquired. Through the self-assessment, I was able to evaluate the vital knowledge acquired after the DNP program. I was prepared to influence and design the best healthcare policy options with the focus on various factors such as quality, accessibility, and cost (Hallas et al, 2012).

Other factors focused on are safety, equity, efficacy and proper regulations. The acquisition of this knowledge and competencies is pertinent for a DNP graduate. After completion of the learning course in DNP, more insight on how to integrate theory and practices with the aim of ensuring quality care to all was gained. The self-assessment was important for me as it helped me evaluate my abilities in analyzing practice data and effective evaluation of outcomes in the nursing field.

The integrative abilities in implementing the nursing interventions based on science are pertinent to the DNP competencies which are an indicator of the benefits of learning the course (Hallas et al, 2012). The massive benefits in the form of skills, knowledge, and abilities gained after learning the course as identified through the self-assessment are pertinent to the DNP competencies (Terhaar et al, 2016).

The orientation program for new students is essential in impacting success positively. Having gone through the orientation program as a new student, I would gain more insight and a lot of information essential in enhancing my success at Chamberlain (Price et al, 2015). The orientation is important for me as I can acquire fundamental information needed to connect with people that would influence my success in Chamberlain.

Through the orientations, insight and a better understanding of skills and belief essential for progressing well thus influencing success while in Chamberlain is efficiently gained. Crucial information on the survival tactics and handling complex issues enhance personal growth and academic success (Price et al, 2015).

In a nutshell, it is important for everyone who undergoes the DNP degree program to ensure the best skills, abilities and knowledge is acquired after completion of the course. Such efforts would ensure the competencies gained impact the nursing practice positively.

The pertinent DNP competencies are essential due to the impacts it has brought to the nursing field by enhancing the development of both effective strategies during management of the ethical dilemmas and care delivery approaches crucial during the performance of roles (Price et al, 2015). The adoption and integration of these competencies into practice would revolutionize the nursing field for the better.

References

Hallas, D., Biesecker, B., Brennan, M., Newland, J. A., & Haber, J. (2012). Evaluation of the clinical hour requirement and attainment of core clinical competencies by nurse practitioner students. Journal Of The American Academy Of Nurse Practitioners, 24(9), 544-553. doi:10.1111/j.1745-7599.2012.00730.x

Kesten, K. S. (2015). Assessment of APRN Student Competency Using Simulation: A Pilot Study. Nursing Education Perspectives, 36(5), 332-334. doi:10.5480/15-1649

Price, D. M., Buch, C. L., & Hagerty, B. M. (2015). Measuring Confidence in Nursing Graduates Within the Framework of the AACN Essentials. Nursing Education Perspectives, 36(2), 116-117. doi:10.5480/13-1162.1

Terhaar, M. F., Taylor, L. A., & Sylvia, M. L. (2016). The Doctor of Nursing Practice: From Start-Up to Impact. Nursing Education Perspectives, 37(1), 3-9. doi:10.5480/14-1519

Wysocki, Kenneth, Patricia C. Underwood, and Susan Kelly-Weeder. 2015. “An essential piece of nursing’s future: The continued development of the nurse practitioner as expert clinician and scientist.” Journal of the American Association of Nurse Practitioners, April. 178-180. Academic Search Premier, EBSCOhost (accessed September 2, 2016).

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The Perioperative Period: Nursing Reflection

The Perioperative Period

The perioperative period includes various processes and procedures that bring about multiple and challenging changes to a patient (Nursing and Midwifery Board of Australia, 2010). A major surgical intervention is accompanied with multiple stressful components such as worries about survival, length of admission to hospital, one’s physical condition after the surgery, separation from the family, and the financial implication, factors that significantly impact on a patient’s recovery (Gouin and Kiecolt-Glaser, 2012).

For example, based on my reading, the patient revealed that during pre-operative phase, he experienced psychological stress and anxiety brought about by the thoughts of fear of death, physical deformity related with the surgical intervention, longer stays in the hospital, longer recovery period, and the cost of the whole surgical procedure and care. He affirmed that the fear, anxiety and stress slowed his recovery (Hudson & Ogden, 2016).

The physical environment of a patient such as lights and sounds can also affect a patient’s recovery (Nelson, et al., 2016). The patient also described the sounds from the equipment and people in the vicinity of the recovery unity as having affected his sleep and sensory, occasionally bringing back the thought of the surgery procedure. This deprived him of emotional peace.

Besides, the patient described his confinement to the hospital bed in the recovery unit under the extensive monitoring machines as a painful and scary experience that distressed him (Hudson & Odgen, 2016). According to Gouin and Kiecolt-Glaser (2012), pain and distress during perioperative period can be influenced by emotions triggered by the physical environment factors result in physical changes in a patient, thus slowing his recovery period.

Surgery also results in inability on the patient. During the perioperative period, a patient is unable to engage in certain duties, responsibilities and activities. This leads them to have low self-esteem and feels insecure (Marks, 2015). The patient also described that during his recovery period, he experienced sudden changes in his social and family life as he could not return immediately to his normal life and perform the duties he valued most.

This made him loose sense of self-esteem and raise insecurity concern on his part. Besides, having to live with a life-changing diagnosis for the rest of his life was traumatizing and frustrating altogether as it was associated with some form of isolation from friends and family. Nonetheless, he acknowledged the contribution of his carers (immediate family and clinicians) who gave him hope in life (Hudson & Ogden, 2016).

Having read the patient’s experience, I have come to appreciate the need for social and spiritual support for a patient undergoing major surgical intervention. The social support is crucial for enabling the patient understand the aftermath implications of the surgery and consequently prepare him on how to live with it.

Spiritual support offers the needed help to a patient to have hope in life again during and after the surgery and treatment procedure (Hudson & Ogden, 2016). Conclusively, I have come to understand the need for perioperative nurses to understand the possible implications of the illness from the patient’s perspective to facilitate their recovery and offer the needed emotional support during their recovery period (Nelson et al., 2016).

References

Gouin, J., & Kiecolt-Glaser, K., J. (2012). The Impact of Psychological Stress on Wound Healing: Methods and Mechanisms. Immunol Allergy Clin North America, 31(1), 81-93

Hudson, B., F. & Ogden, J. (2016). Exploring the Impact of Intraoperative Interventions for Pain and Anxiety Management During Local Anesthetic Surgery- A Systematic Review and Meta-Analysis. Journal of PeriAnesthesia Nursing, 31(2), 118-133

Marks, R. (2015). Non-Operative Management of Knee Osteo-arthritis Disability. International Journal of Chronic Diseases & Therapy (IJCDT), 1(2), 9-16

Nelson, G., Altman, A., D., Nick, A., Meyer, A., L., Ramirez, P., T., Achtari, C., Antrobus, J., Huang, M., S., Wijk, L., Acheson, N., Ljungqvist, O., & Dowdy, C., S. (2016). Guidelines for pre- and intra-operative care in gynecologic/oncology surgery: Enhanced Recovery after Surgery (ERAS) Society Recommendations- Part 1. Gynecologic Oncology, 140(2), 313-322

Nursing and Midwifery Board of Australia (2010). Nursing and national competency standards for Registered nurse. Retrieved from: http://www.nursingmidwiferyboard.gov.au

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Self Reflection: Nursing Reflection

Self reflection

The enhanced knowledge to improve patient outcomes and nursing practice was also acquired. Through the self-assessment, I was able to evaluate the vital knowledge acquired after the DNP program. I was prepared to influence and design the best healthcare policy options with the focus on various factors such as quality, accessibility, and cost (Hallas et al, 2012). Other factors focused on are safety, equity, efficacy and proper regulations.

The acquisition of this knowledge and competencies is pertinent for a DNP graduate. After completion of the learning course in DNP, more insight on how to integrate theory and practices with the aim of ensuring quality care to all was gained. The self-assessment was important for me as it helped me evaluate my abilities in analyzing practice data and effective evaluation of outcomes in the nursing field.

References

Kesten, K. S. (2015). Assessment of APRN Student Competency Using Simulation: A Pilot Study. Nursing Education Perspectives, 36(5), 332-334. doi:10.5480/15-1649

Terhaar, M. F., Taylor, L. A., & Sylvia, M. L. (2016). The Doctor of Nursing Practice: From Start-Up to Impact. Nursing Education Perspectives, 37(1), 3-9. doi:10.5480/14-1519

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Standard of Care in Nursing

Standard of Care

Identify and explain any legal implications that exist for failure to adhere to a standard of care

Standard of care in nursing refer to the general guiding frameworks on how a nurse /he should do or not do during delivery of care in their professional capacity. Deviating from nursing standards can results into serious legal implications. For instance, Ivan a newborn baby developed brain injury due to complications during delivery that led to spastic quadriplegic cerebral palsy. The mother labor was induced and they were discharged without monitoring their progress.

In this case, medical negligence claim can be made against obstetrician for failing to adhere with the recommended nursing care standards of monitoring them for at least 48 hours before discharge. The legal implications of violating the standard of care, the nurse will be suspended as his case is investigated. If the investigations indicate that he is guilty, then his practice license can be revoked or judgment awards hefty fines and penalties to be given to the patient directly affected (American Nurses Association, 2013).

Identify and explain the key elements of malpractice

The four key elements of malpractice include duty, breach of duty, damages and causation. Duty refers to what patient is owed. This includes safe environments and quality care. Breach of duty refers to scenarios where duties owed to the patient is neglected (Legal Information Institute, n.d.). In this context, the obstetrician did not monitor the child’s health status as required by the facility nursing standards.

Damages are the consequences due to breach of duties. In this context, patient brain injuries due to medical negligence are the damages that should be claimed. Causation generally refers to what led to the series of events. This is the most difficult element to prove in malpractice lawsuit (Buppert, 2014). In this case, causation was lack of patient monitoring soon after delivery.

Compare the differences in malpractice policy options

Health policy is a trade-off among three dimensions of cost, quality and access. There are 3 general categories of medical malpractice including claims – made coverage, claims paid coverage and occurrence coverage. Claims made coverage are the most common because their premiums are based on healthcare provider past and current experiences. Therefore, the premiums paid are lower. Claims paid policy and occurrence coverage premiums are higher and are not flexible enough to allow a healthcare provider increase liability limits like claims made coverage policy (Reising, 2012).

References

American Nurses Association. (2013). nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

Buppert,C.(2014). Nurses practitioner business practice and legal guide. Jones and Barlett publishers. Burlington

Legal Information Institute. (n.d.). Requirements for and assuring quality of care in skilled nursing facilities, 42 U.S.C. § 1395i–3. Cornell University Law School. Retrieved from http://www.law.cornell.edu/uscode/text/42/1395i-3

Reising, D. L. (2012). Make your nursing care malpractice-proof. American Nurse Today, 7(1), 24–28.

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Time management

Time management, self-assessment information

One thing I have learned is that nursing student life is chaotic. Juggling between personal life, school responsibilities and other essential physiological needs are challenging. Therefore, time management skills a vital component of every great nurse.

This is because effective time management and task ease the transition process. In the time management assessment, my score was 28, which indicates that I have above average time management skills. This implies that there is still room for improvement (Ghiasvand et al., 2017).

The roles and responsibilities of a nurse practitioner are limitless. One has to be proficient in all healthcare aspects including financial management, interpersonal effectiveness, and leadership. To effectively manage all these responsibilities, it is important to have excellent time management skills. To start with, I will have to learn on ways to set priorities. Learning how to prioritize my tasks has been my greatest challenges.

This includes thinking through the situations using the following the following questions: which task is important? What is the consequence of not acting now? What is important? Although this feels like one is just dawdling, the process helps one learn how to prioritize activities through questioning, dialogue, and reflection. Through critical thinking process, one can break down the demands of the situation efficiently and quickly (Kourkouta & Papathanasiou, 2014).

However, it is also important to exercise some flexibility and patient. This is because part of the nursing profession is to confront the unknown. I have also learned that it is important to create a mental space so as to create a good tone for the rest of the day as it allows one to calmly assess the environment which helps one to prepare and plan. Lastly, it is important to take a break. I always find it difficult to take a break as I consider it time wasted. However, after this course, I have practiced taking 5 minutes breaks whenever necessary which greatly improves productivity and mental concentration (Ghiasvand et al., 2017).

Leadership theory that describes the leadership style

Nursing leadership plays an integral role in the healthcare institution. The leadership styles affect their productivity and patient outcomes. It is important to understand the various types of leadership styles found in the workplace as it influences nurse’s ability to work as a team and to deliver quality care. Nurse leadership goes beyond care planning, organizing and care coordination of the patients. It entails leading the nurse team and subordinates and facilitates smooth flow of healthcare processes (Vesterinen et al., 2013).

Many leadership theories have evolved including trait theories, behavioral theories, contingency theories and the recently contemporary theories. My leadership style is informed by transformational theories. These are theories that focus on the relationship between leaders and group.

I feel more obliged to help the team members to fulfill their potential. As a leader, I understand that my roles and responsibilities include promoting teamwork between team members, encouraging positive self-esteem and empowering the team members to become more involved in the development and implementation of policies and procedures (Porter-O’Grady, 2016).

Comparison between management and leadership

Leadership and management terms are often used interchangeably in many disciplines; however, there is a big difference between two terms. According to my perception, nursing is a calling to leadership. Across the continuum, nurses are looked as leaders because we inspire, empower and motivate others. Nurses possess excellent communication and interpersonal skills and are risk takers.

These are the core responsibilities of a leader. Nurses do not need to be in a managerial position to deliver these responsibilities; they are energetic and devote their entire life to serve the society. Therefore, nurses are inherently leaders and are a mandatory role in healthcare (Nancarrow et al., 2013).

However, there are various types of leadership. Authoritarian leadership is dictatorial whereas democratic leadership involves democracy where team members are included in the decision-making process. The other types of leadership are delegated where the leader allows everyone to make independent decisions. From my assessment, I am a democratic leader.

This is because I listen to other people ideas and incorporate them during the decision-making process. On the other hand, nurse management focuses mainly in fields that deal with the management of staff and the service users. In this capacity, nurse managers are expected to fulfill the assigned tasks and projects. However, nurse managers and nurse leaders do complement each other (Porter-O’Grady, 2016).

Application of leadership concepts in work environment

Throughout this course, the concept of health-promoting leadership in workplace focuses on the interaction between the leadership behavior and the working environment. From my research, I have learnt that successful leaders are those who create healthy workplace. This is achieved by promoting positive climate among employees such as gratitude, compassion, and forgiveness. The main aim is to create an environment that respects each and brings out a sense of responsibility and integrity. This, in turn, creates a sense of commitment, peace, and the creation of healthy environments that are a representation of our life and values (Al-Sawai, 2013).

References

Al-Sawai, A. (2013). The leadership of Healthcare Professionals: Where Do We Stand? Oman Medical Journal, 28(4), 285–287. http://doi.org/10.5001/omj.2013.79

Ghiasvand, A. M., Naderi, M., Tafreshi, M. Z., Ahmadi, F., & Hosseini, M. (2017). The relationship between time management skills and anxiety and academic motivation of nursing students in Tehran. Electronic Physician, 9(1), 3678–3684. http://doi.org/10.19082/3678

Kourkouta, L., & Papathanasiou, I. V. (2014). Communication in Nursing Practice. Materia Socio-Medica, 26(1), 65–67. http://doi.org/10.5455/msm.2014.26.65-67

Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary teamwork. Human Resources for Health, 11, 19. http://doi.org/10.1186/1478-4491-11-19

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Porter-O’Grady, T. (2016). Leadership in Nursing Practice, 2nd Edition. [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9781284091557/

Vesterinen, S., Suhonen, M., Isola, A., Paasivaara, L., & Laukkala, H. (2013). Nurse Managers’ Perceptions Related to Their Leadership Styles, Knowledge, and Skills in These Areas—A Viewpoint: Case of Health Centre Wards in Finland. ISRN Nursing, 2013, 951456. http://doi.org/10.1155/2013/951456

NHS: Reflective Pieces

Since its creation, NHS England has committed itself to the principle of developing national health strategies with the voluntary, non-governmental sectors and the citizens. NHS England, being an independent body, it is responsible for setting priorities and giving directions of the Health sector and improving the health care to the citizens of England (England N. H. S, 2015). NHS is composed of different sections with various professional groups as explained below (England N. H. S, 2015);

NHS: Reflective pieces

The Secretary of State for Health: The Secretary of State has an oversight responsibility for everything that is undertaken in the Department of Health. That includes providing strategic leadership for the health sector and social care in England.

Department of Health: The Department provides strategic leadership and funding to both social care and health in England. It is a ministerial department and thus receives funds from the government.

Clinical Commissioning Groups (CCGs): This is clinically guided statutory NHS groups that are responsible for the development and commissioning of healthcare activities in their local area. The CCG members include the GPS and other professional clinicians like the consultants and the nurses. They are allocated more than 60% of the NHS budget because they play a big part in the secondary care and the establishment of GP services. The secondary care they undertake includes Community health services, rehabilitative care, emergency care, mental health services, hospital care and health and Wellbeing Boards.

Reflective Pieces: Professional skills

For students to understand professional skills, they must attend work based training. The relevance of joint learning is highlighted by the government NHS plan where they provide a one-day training to the students so that they can interact with the professionals. IPE acts as a platform for the commissioners in the social care and public health to interact. I attended the IPE that worked on enhancing the confidence of pre-registration of the health care professionals as they are enrolled in their workplace.

This is especially important to students who consider entering in placement areas where public health sectors where ethos are poor. The aim of these training is to foster professional interactions to improve their confidence level. Personally, from the interaction, my confidence level has improved. Through this inter-professional learning activity, I have learnt strategies to enhance democratic decisions in the health sector and strategies to strengthen the working environment and relationship between the health system and social care (Jackson 2014).

I also learnt the expert services and leadership skills vital to public health. From this experience, I can comfortably co-ordinate national health services and to guide the public to make healthier choices. I also learnt some aspects on the health sector are shared amongst various bodies. For instance, NHS Improvement- is an umbrella organization tasked with bringing together Patient Safety, NHS Development Authority, quality care, and intensive Support teams which similar responsibilities are provided by individual professional regulatory bodies such as the bodies such as General Medical Council, Nursing and Midwifery Council, and General Dental Council.

The provision of quality healthcare for the patients relies on the cooperation of the high, different professionals. For healthcare to be considered complete, the contribution of each of the above bodies must be considered and implemented. Embracing teamwork is therefore of paramount concern (England N. H. S, 2015).

Reflective pieces: Lessons learnt

From this experience, I have learnt that communication underpins everything in professionalism. For instance, it affects the quality of care and can result in bad patient experiences. Also, good communication skills encourage teamwork; poor communication is the greatest barrier towards co-operation of various members of staff or professional bodies. Some of the factors that affect communication include excessive use of professional jargons and unnecessary abbreviations. Staff members with poor skills of communication create breakdowns that work against quality interaction amongst various groups (Jackson, 2014).

Informal interactions between the students and professional group strengthen their IPE experience as they move into proactive. I feel the experience strengthened by including perspective which acts as a link of theory to practice. Good communication also helps the team to develop clear objective and also encourages the cooperation amongst members in the department as the goal will act as a unifying factor. A department with unclear goals will have its members concentrating on various activities that only concerns them and thus causes a breakdown in the relationships (Jackson, 2014).

I now understand the importance of fostering teamwork in their departments. One aspect that I have not well mastered is managerial skills. Managers are expected to foster teamwork in their departments. A good manager can take his or her members through a common task giving them the motivation to achieve what is required of them. I feel my managerial skills are inadequate and will enrol in professional programs that promote proper managerial skills (Jackson, 2014).

References

England, N. H. S. (2015). NHS England launches new framework for commissioning support services.

Jackson, D., Sibson, R., & Riebe, L. (2014). Undergraduate perceptions of the development of team-working skills. Education+ Training, 56(1), 7-20.

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Nursing Practice Reflection Paper

Part 1

Since the Future of Nursing recommendations was released by the Institute of Medicine (IOM), nurses have worked hard to ensure that they fit into each one of them. For instance, nurses strive to obtain the right academic qualifications from institutions of higher learning to enable them to perform their roles effectively (Reinhard and Hassmiller, 2015). Personally, I see myself fitting into recommendation 4, recommendation 5, and recommendation 6 documented by the Institute of Medicine.

The IOM recommends that nursing practice in the United States can be transformed by increasing the number of nurses who graduate with baccalaureate degrees to 80 percent by the year 2020. According to the IOM, relevant accrediting bodies should work in collaboration with academic nurse leaders, employers, as well as public and private funders to ensure that student nurses obtain the right academic qualifications that can enable them to deliver quality care to diverse populations.

This means that the number of student nurses who are enrolled in baccalaureate degrees should increase for the fourth IOM recommendation to be implemented successfully (The Institute of Medicine, 2010). Since I am preparing to graduate with a Bachelor of Science in Nursing (BSN) degree in a few years to come, I am confident that I perfectly fit into the IOM Future of Nursing recommendation four.

I will effectively apply the knowledge and skills that I will acquire from my baccalaureate degree to deliver quality healthcare to diverse populations. In this manner, I believe that I will form part of nurses who graduate with baccalaureate degrees by the year 2020 as I continue to deliver care that is intended to improve nursing practice in the United States.

The IOM also gives a recommendation that the number of nurses who possess doctorate degrees should double by 2020 for nursing practice in the United States to be improved. Under recommendation five, the IOM directs academic nurses to collaborate with both public and private funders as well as with accrediting bodies to increase the number of student nurses who are enrolled into and who graduate with doctorate degrees (AnneMarie, 2016; & The Institute of Medicine, 2010).

Since I am planning to be enrolled in a Master’s program once I complete my undergraduate degree, and into a doctorate degree program thereafter, I believe that I will fit into the IOM Future of Nursing recommendation five. From the doctorate degree program, I will acquire advanced nursing knowledge that I will apply to carry out nursing research for an improved nursing practice. I, therefore, believe that I will form part of nurses who possess doctorate qualifications by 2020.

The IOM recommends that nursing institutions should engage in long-term learning for nursing practice in the United States to be improved. Under recommendation six, healthcare organizations, accrediting bodies, and educators are required to join hands in ensuring that student nurses, as well as graduate nurses, engage in prolonged learning with the aim of acquiring competencies that will enable them to deliver quality care to patients from different backgrounds (The Institute of Medicine, 2010; & AnneMarie, 2016).

Personally, I undertake numerous training that is related to nursing care even as I strive to achieve higher academic qualifications. For this reason, I have been able to obtain relevant knowledge and skills that I intend to apply in delivering quality care to patients in future. Since I currently engage in lifelong learning, I perfectly see myself fitting into the IOM Future of Nursing recommendation six.

Part 2

Increasing my level of education will positively affect how I compete in the current job market. According to McHugh and Lake (2011), today’s health care organizations are keen to hire nurses who possess relevant clinical nursing expertise because this is critical to health care quality. For this reason, only nurses who possess relevant nursing knowledge and skills can effectively compete in the current job market.

Individual nurse education has been identified as one of the factors that help to increase clinical nursing expertise (McHugh and Lake, 2011). In this regard, nurses who obtain high levels of education are believed to be in a better position to compete in the job market than those who do not. By increasing my level of education, I believe that I will possess the right clinical expertise that will enable me to compete favorably in the current job market.

Increasing my level of education will greatly change my role in the future of nursing. As Black, Balneaves, Garossino, Puyat, and Qian (2015) explain, future nurses are expected to engage in nursing research in order to generate data that can be used to promote evidence-based practice. Knowledge of how nursing research should be conducted is best acquired through nursing education.

This is because instructors normally teach nurses on how they can use evidence obtained from research to inform evidence-based practice. In addition, through nursing education, nurses are able to learn the best approaches to research that will generate important information that can be used to improve health care delivery (Ketefian and Redman, 2015). Therefore, increasing my level of education will enable me to perform both nursing practice roles as well as research roles.

References

AnneMarie, P. (2016). The future of nursing: Leading change, advancing health…how are we doing? Nursing Critical Care, 11(3):4.

Black, A. T., Balneaves, L. G. Garossino, C., Puyat, J. H. & Qian, H. (2015). Promoting evidence-based practice through a research training program for point-of-care clinicians. The Journal of Nursing Administration, 45(1): 14-20.

Ketefian, S. & Redman, R. W. (2015). A critical examination of the developments in nursing doctoral education in the United States. Revista Latino-American de Enfermagem, 23(3): 363-371.

McHugh, M. D. & Lake, E. (2011). Understanding clinical expertise: Nurse Education, experience, and the hospital context. Research in Nursing & Health, 33(4): 276-287.

Reinhard, S. & Hassmiller, S. (2015). The future of nursing: Transforming health care. The AARP International Journal, retrieved from https://www.journal.aarpinternational.org/

The Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press.

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