Role Transition from LPN to RN - Essay Example

Role Transition from LPN to RN Role of a registered nurse is different from roles of a licensed practice nurse. A registered nurse is allowed to practice without instruction from another medical professional as well as giving instructions to a licensed practice nurse. Licensed practice nurse on the other hand is authorized to work only under the instruction of other senior medical personnel like a registered nurse or a physician. This paper describes the process of transiting from a licensed practice nurse to a registered nurse. In the paper, I describe the goals that have motivated me to continue with my nursing education to become a registered nurse. Moreover, I discuss the problems and challenges that I expect in the course of my education program as well as how I expect to cope with the identified problems and challenges. Advancement in education is the key to the transition of roles from those of a licensed practice nurse to those of a registered nurse. According to Brunell (2007), some of the factors that could motivate individuals to further their education include need for career growth and development, need of enhancing professional accountability, and the organizational mission. The two goals that have motivated me to continue my nursing education are the goal of becoming a registered nurse and the goal of a sustained career growth. I believe that becoming a registered nurse would make me a more accountable nurse in the profession. This would enable me to provide high quality and specialized services to the patients I serve as a licensed practice nurse. Moreover, I feel I should not remain a licensed practice nurse throughout my career. This is because of the limit in terms of the scope and practice of LPN nurses. As a result, I feel that I need to further my education to advance my career and become a registered nurse. LPN and RN practice have several similarities and differences in terms of how they are undertaken. In terms of skills, LPN practice has fewer skills compared to the RN practice. For example, what a registered nurse can be allowed to undertake in his practice is different from what a licensed practice nurse can be allowed to undertake in his practice. This is because of the limitation in the skills that a licensed practice nurse is required to develop before being allowed to practice. However, the functions of LPN practice and RN practice are identical. The functions performed by the licensed practice nurse are almost identical to function performed by a registered nurse in their day-to-day practice. Both the LPN and RN implement the nursing process in the delivery of nursing care and also administer treatment authorized by an authorized prescriber (SOBN, 2011). This indicates that the functions of RN and LPN practices are identical. Licensed practice nurse is not allowed to give instructions but to follow instructions of the registered nurse and doctors (Simpkins, 2010). A good example is being required to administer nursing care services only when instructed by a registered nurse. This indicates that this nursing practice has no leadership responsibilities. Moreover, LPN roles also lack peer relationship. Peer relationship is exhibited when individuals within the same level of practice are allowed to work together and share knowledge and experience in order to improve their effectiveness. Licensed practice nurses are not allowed to function without instructions from a registered nurse or a doctor. Therefore, they have no peer relationship. Registered nursed on the other had are allowed to provided nursing care without instruction from other medical professionals. As a result, their role has peer relationship that is aimed at promoting evidence-based practice in the profession. Transition from a licensed practice nurse to a registered nurse involves a change of roles. One of the changes of roles that I would experience through the transition is stopping to follow the instructions of registered nurses and becoming the one to offer instruction to LPNs. This change of role would happen because of the increase in the scope of authority, responsibility, and accountability. Another change of role that I would experience is a shift from providing generalized nursing services to providing of nursing service that are more specialized. This is because the advancement in nursing education would result to more specialization thus making me more competent in provision of specific nursing services. According to Grellier & Goerke (2009), medical profession roles can overlap with other business, family, or social roles. In my education program, I would be having multiple roles. One of the roles is the professional roles where I would be required to administer nursing services to client. The other roles are family roles since I would be required to continue taking care of my family and social roles that come from interaction with friends and relatives. A major problem that I might encounter in the course of advancing my nursing education is overlapping of these roles. This might make me to be ineffective in some of the roles that I would be required to undertake. Moreover, I might face a conflict of interest in the roles that I would be required to undertake. This would make me be required to sacrifice some roles in favor of the others. Coping with role changes and stress associated with return to school syndrome requires an action plan. My action plan in this case would start by identifying what might be causing the major conflicts that would be associated with the changes in roles and the return to schools syndrome. This action would be followed by identification of stages involved in the building up of return to schools syndrome. According to Harrington & Terry (2008), these stages include honeymoon, conflict, and resolution. After identifying the stages involved in the building of the stress associated with the syndrome, I would go on to identify the possible solutions to the stress. Lastly, I would identify the most appropriate step to take to avoid or minimize the impact of return to work syndrome. References Brunell, J. P. (2007). Nursing Motivation for Professional Lifelong Education: Students/graduate Nurses from AD and RN to BSN Program. Ann Arbor, MI: ProQuest Information and Learning Company. Grellier, J., & Goerke, V. (2009). Communication Skills Toolkit: Unlocking the Secrets of Tertiary Success. South Melbourne: Thomson Social Science Press. Harrington, N., & Terry, C. L. (2008). LPN to RN Transitions: Achieving Success in your New Role. Philadelphia, PA: Lippincott Williams & Wilkins Publishing Ltd. Simpkins, W. R. (2010). Scope of Practice for Ohio RNs and LPNs. Retrieved from: http://www.nursing.ohio.gov/. 21 September 2012. SOBN. (2011). Scope of Practice: Registered Nurse and Licensed Practical Nurse. Columbus, OH: Ohio Board of Nursing. Read More