This assignment objectively looks at my developmental trajectory with growth in adult nursing from the novice level, advanced beginner and through to the competent practitioner level.
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This assignment objectively looks at my developmental trajectory with growth in adult nursing from the novice level, advanced beginner and through to the competent practitioner level. During the duration of my three years of nursing training I have come to realise the obligation on myself as a student and future staff nurse to build the theory and skills base expected of qualified nurse. I shall look at how my learning evolved in the domain Helping role/caring skills on the basis of the Novice to Expert Model (Benner, 1984) but only as far as my current level, competent practitioner. I shall briefly give the rationale for choosing this domain and also illustrate the reflective practice approach I have utilised during my training. Nursing consists of a unique relationship between patient and nurse whose nature is a vital component of health care and that quality of nursing care can have a great impact on patients, affecting their feelings well-being and health The reason for me to choose this aspect of care is the motivation to improve my nursing practice in this domain of nursing arising from a need to consider my practice in a thoughtful and critical way in meeting the individual needs of my patient. Caring is central to human expertise, to curing and to healing and in that manner is a fundamental way of being in the world (Webb, 1996). I feel if I understand this key relational expression of human concern I would be better equipped to help my patients.
On completion of this module, students should be able My clinical placements at Advanced beginner level where on a coronary ward and in theatre. According to the model by Benner (1984) Advanced beginners, are guided by policies, procedures, and standards. They are building a knowledge base through practice and are most comfortable in a task-oriented environment. As is evident in my CAT I have grown in confidence and am connecting to patients by listening to their thoughts and fears and communicating concern. Benner (1984) asserts that by caring nurses can establish a condition of trust where help can be given and received. Now I feel like the patient's advocate and make sure that the patient experiences the care positively and is treated with dignity. The benefits of observing and participating in care with my mentors I have now learnt the nursing process enabling me to be aware of emotional and psychological aspects of care and hospitalisation. By utilising a reflective approach to my nursing education I have over the years slowly become intuitive. Experience of observing interventions of qualified nurses and also doing them under supervision now enables me decisions or give interpretations on the basis of my gut feeling. These have made me more assertive and grow in confidence in my interaction with patients and colleagues I am now able to connect with patients on a level as fellow human beings not just as "bed number X". The patient should be treated sensitively as human beings and receive help and understanding when dealing with illness experiences.
Carper (1978) identified four types of knowledge :aesthetic, empirical, personal and ethical. No single form of knowledge is more superior to any other or should they be judged against each other. Aesthetic knowledge helps understand the human experience and insights into human condition, the lived experience of an illness whilst empirical includes both knowledge acquired through practice, experienced by self (experiential) and intuition. REFERENCE 1. Benner, P. (1984). From Novice to Expert. Adison-Wesley. Menlo Park. Ca. 2. Burns, S. & Bulman, C. (2000). Reflective practice in nursing: the growth of the professional practitioner (2nd. Ed.) Blackwell Science. Paris. 3. Carper, B. (1978). Fundamental patterns of knowing nursing. 4. Clifford, C. (1993). "Clinical practice : where does the nurse teacher fit?". British Journal of Nursing. 2(16). P. 813-817 5. Kapborg, I. & Bertero, C. (2003). "The phenomenon of caring from the novice student nurse's perspective: a qualitative content". Journal of Advance Nursing. 50(3). P. 183-192. 6. Kolb, D.A. (1983). Experiential learning: experience as the source of learning and development. 7. Mawema, T. (2001/2002/2003). "The helping role/caring skills". CAT/PAT. Middlesex University. London. 8. Moir, J.& Abraham, C. (1996). "Why I want to be a psychriatric nurse: constructing an identity through contrasts with general nursing". Journal of Advanced Nursing. 23(2). 9. Schon, D.(1987). The reflective practitioner. Temple Smith. London. 10. Severensson, E. (1996). "Nurse supervisors' views of their supervisory styles in clinical supervision: a hermeneutical approach". Journal of Nursing Management. 4. p. 191.199 11. Street, D. (1991). From image to action reflection in nursing practice. Deakin University Press. Geelong. 12. Webb, C. (1996). "caring, curing, coping: towards an integrated model.". Journal of advanced nursing. 23(5). P. 960-968 1
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