As a nursing student two years from now I had shallow knowledge of me practice and career requirements. This deficiency gave me the urge and passion to devote my time to learn and acquire the required skills in my practice to be a nurse. …
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Like any other activity I developed a working plan that would help me achieve my goals and objectives. The action plan was mainly based on gaining experience and learning from experienced practitioners. According to Plunket (2008) creating good relations with experienced practitioners is the best way to gain effectively from continuum development practices. In the action plan, I focused on the location of my placement as a junior practitioner, the skills required from me, being in good terms with my tutors and supervisors and having the best academic qualifications. In continuum practice development an action plan should have a mandatory requirement of acquiring maximum skills from the academic side and skills in practice development (Jasper, 2006). The author further argues that as a student, academic qualification is the most important requirement to build ones skills in their career. In the academic level students are advised to also create relationship with their tutors and other experienced instructors who may guide them as amateur nursing practitioners. In the paper, I will discuss my experience in continuum professional development in terms of communication and working with others. Additionally, there will be an inclusion of my strong and weak areas as a learning nursing practitioner. ...
In my academic life, I developed my communication skills by research and by creating relationships with my instructors. Like a requirement in continuum professional development, one should create a healthy relationship with tutors and instructors. In this way, the experienced practitioners aid students in understanding the requirements of the practice. In terms of communication I indulged in practical lessons in gaining experience and getting used to the terms involved. In the practical lessons, there were programs which we participated in that helped our tutors evaluate and promote our progress. The programs were based on specific requirements from our tutors. The programs enhanced our communicating skills with patients, taking notes from practical lessons, analyzing the trends in communication in the practice and learning from experienced practitioners how to relate to the practice situations. Communication in the academic level is also enhanced through creating groups that help formulate communication strategies (O’Farell & Evans, 2008). In these groups, tutors and instructors provide instructions on how to create communication programs and trends to suit the field. Additionally, the groups act as support mechanisms to slow learners who require more attention when learning. According to Hansen (2013) communication in groups help students have confidence and enough self esteem to face patient and experienced practitioners. In groups, every person is ranked an amateur regardless of their sharpness and level of understanding. This helps students feel comfortable when learning and experimenting new communication skills. Academically, students also learn how to work in groups. In every class level tutors created groups which required working together to
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