Lifelong Learning and Personal Development in Nursing - Coursework Example

Lifelong Learning and Personal Development Introduction Lifelong learning and personal development is a crucial part of the nursing process. It determines the degree of a person’s improvement and skills management from the time she begins the process of learning up to the time she is fielded in the medical practice. This lifelong development also eventually determines the direction of a person’s life – his career, his social life, and his family life. This paper shall discuss what lifelong learning is, why we should study it, the Nursing Midwifery Council requirement, the preparation required for nurses’ lifelong learning, the portfolio, evidence-based practice, the benefits of lifelong learning, and the purpose of said lifelong learning. It shall discuss what knowledge is, why we need it, how we can achieve knowledge. It shall also describe empirical, aesthetic, ethical knowledge and apply it in the lifelong process. This paper shall also discuss why, when, and how nurses are accountable and the NMC requirements for accountability. A reflection on the module shall also be undertaken for this paper in the hope of understanding personal development. Discussion: Lifelong learning Nursing and midwifery practice is a constantly changing environment with roles for health professionals continuously expanding and technological advances ever increasing. These advancements involve new treatments, reorganization, and even the redirection of health care resources. Even as nurses and midwives accustom themselves to a certain type of intervention or treatment, other better ones would soon surface, and so on and so forth. The nurse is actually required to make the necessary adjustments in order to deal with these changes and to cope with the complexities of the medical health practice. And this often requires the nurse to “demonstrate responsibility for [one’s] own learning through the development of a portfolio of learning and practice...and to be able to recognise when further learning and development may be required” (Nursing Midwifery Council, 2002, p. 3). Simply put, lifelong learning is about keeping up to date; it is about keeping abreast of changes in the practice; and it is about having an inquisitive approach to the practice of nursing and of health care (Nursing and Midwifery Council, 2002, p. 3). Lifelong learning should be studied because it helps in the advancement and improvement of the nursing practice while allowing professional development. Lifelong learning is also important because it allows for continuing competence in the practice by promoting good nursing practice, by assisting in the prevention of poor practice, and by contributing to the quality of nursing practice through improved patient outcomes (Find Articles, 2009). It is important to study lifelong practice because it is a means of self-reflection, self-assessment and of self-growth. The Professional Code of Conduct sets forth that nurses must maintain their professional knowledge and competence; therefore, they should take part in regular learning activities which would consequently improve their knowledge and competence (Chambers, 2004, p. 15). This lifelong learning and competence mostly includes continuing professional development (CPD) which then includes the following requirements: completion of 750 hours in practice during the 5 years prior to the renewal of registration (including evidence that the nurse has met the requirements of CPD) (Chambers, 2004, p. 15). The CPD standards include 35 hours of learning activity in the area which is relevant to the clinical practice of the nurse seeking renewal. The lifelong learning is tied-in to the personal development and to the continuing professional development of the nurse who is seeking renewal in compliance with the Code of Professional Conduct. The nurse’s personal development serves as a guide in determining or evaluating the nurse’s fitness as a health professional. The nurse’s initial plan for her personal development should include the following aspects: identifying gaps in knowledge; specifying topics for learning as a result of changes; linking into the learning needs of other in the workplace; tying in with the service development of others; describing learning needs; learning needs and associated goals; justifying the selection of goals; and describing how one will achieve goals within the time period (Chambers, 2004, p. 15). A portfolio of evidence would then be prepared by the nurse in order to assess what the nurse has learned. Consequently, such portfolio would then accomplish the following tasks: help identify relevant experiences of the nurse which are also sources of learning; reflect learning which arise from experiences; help demonstrate learning in practice; and analyse learning needs and how these needs can be achieved (Chambers, 2004, p. 16). The information included in the portfolio would include a learning journal where a plan is drawn up and described; where an A4 file would indicate the nurse’s educational activities lined up with the nurse’s goals; and finally a box where all activities relating to the nurse’s learning plan is included to be sorted into order every few months (Chambers, 2004, p. 16). Through evidence-based practice, lifelong learning is integrated with up-to-date knowledge (Wright & Hill, 2003, p. 63). It helps improve the understanding of research and of clinical trials as it encourages the nurse to engage in a more participative environment in order to encourage the nurse to be more questioning of research methodologies and results. Through evidence-based practice, the nurse is encouraged to be more confident in the decision-making process as she applies the best evidence available in her practice (Wright & Hill, 2003, p. 63). Knowledge in Nursing Knowledge has been defined as “a belief that was justified as true with absolute certainty” (Peterson & Bredow, 2009, p. 4). There is little, if at all, room for doubt in knowledge; most people know and believe it to be true and reasons in believing in such knowledge is entirely justified. Most people have firm and sound reasons for believing such knowledge and information (Peterson & Bredow, 2009, p. 4). We need knowledge before we can even practice. Such knowledge would be applied in practice in order to assess, evaluate, treat, diagnose, and to ease the patient’s symptoms. Such knowledge is needed in order to reinforce the practice and to ensure that the interventions being applied to the patient are appropriate and would help in the patient’s recovery. We can achieve this knowledge through four suggested patterns: empirical, the science of nursing; aesthetics, the art of nursing; personal knowledge, the inter- and intra- personal knowledge of nursing; and ethical, the moral component of nursing (Peterson & Bredow, 2009, p. 5). The empirical pattern of knowledge or the science of nursing focuses on observable phenomenon. This type of knowledge is seen in theories and general laws which explain phenomena; therefore, the source of knowledge is research and theories. For aesthetic knowledge, this refers to the meaning and interpretation behind information while considering desired outcomes and appropriate skill action. This knowledge focuses on a nurse’s ability to empathize with a patient and to use her intuition in understanding the situation (Peterson & Bredow, 2009, p. 5). Aesthetic learning looks beyond the technical aspects of knowledge and focuses on what is beyond a patient’s words, a patient’s grimace, his sigh or his smile. It refers to how good the nurse is at “’caring’, and how she applies this skill in practice” (Basford & Slevin, 2003, p. 770). This type of knowledge is a skill or knowledge mastered over time. Personal knowledge refers more to self-knowledge. This type of knowledge is known or accessed through reflection or dialogue, “tuning into embodied responses, reflecting on the meaning of personal narratives and intuitions, producing then reflecting on artistic pursuits, such as drawing or painting, and through physical/spiritual practices such as yoga or meditation” (Young & Paterson, 2007, p. 35). By having a deep and reflective knowledge of ourselves, we become more sensitive and attuned to what and how other people feel, and we become equipped with crucial knowledge in the process. As for interpersonal knowledge, this is about knowing oneself in relation to others (Young & Paterson, 2007, p. 36). It entails reflection and feedback and eventually it also requires the input of colleagues, students, and peers in order to build knowledge crucial to patient care. Finally, as to ethical knowledge, this focuses on what ought to be done (Basavanthappa, 2007, p. 28). Ethics is not just about applying skills and knowledge from interpersonal, personal, aesthetics, or even empirical; it is about making the right moral and ethical decisions in one’s practice and for each patient on a case to case basis. “Ethical knowing guides and directs how nurses conduct their practice, what they select as important, where loyalties are placed, and what practices demand advocacy” (Basavanthappa, 2007, p. 28). For some nurses, this is a spiritual and religious journey. It requires them to assess and evaluate their morals based on their personal values, norms, traditions, and practices. Nursing Accountability Nursing accountability according to the Nursing and Midwifery Council is about being “responsible for something or to someone” (as cited by Tilley & Watson, 2004, p. 24). This accountability relates to personal accountability; each nurse will have to answer to his or her own actions and not to pass the blame on to somebody else by claiming to be following someone else’s orders (Tilley & Watson, 2004, p. 24). The NMC sets forth that a nurse must be held personally and professionally accountable. Personal accountability, as was previously mentioned, focuses on the nurse’s responsibility for her own actions; professional accountability is “an action of professional judgment where the nurse may be called to justify their decision, but the primary test is their own values and conscience – what they believe is right (Tilley & Watson, 2004, p. 25). The nurse must also account to other bodies and other individuals; she is accountable to the patient’s families, to management, educational institutions, and the medical profession. She is accountable to the families for her possible negligence in caring for the patient; she is accountable to the management for failing to abide by hospital rules and standards; and she is accountable to the medical profession for failing to administer and carry out orders. Reflection I learned in this module that lifelong learning and personal development is important in the nursing practice; that lifelong learning guides me in making the best decisions for my patient in order to ensure better patient outcomes. It was difficult to understand the module because the terminology used in the module was not common. I was prompted to take an extra effort in understanding and searching for the meaning of said terms. The paraphrasing was also complicated and difficult to comprehend. I learned how to critique papers based on the module and in the process I was able to have a clearer understanding of the research and of the clinical practice. I also learned that it is difficult to manage time. However, when a schedule is followed, all tasks can be finished and minimal delays are seen in the planned activities. Upon reflection, I was also able to assess my actions and activities and to challenge myself in the learning activities. We undergo the process of reflection in lifelong learning and personal development in order to become better nurses and in order to achieve better patient outcomes. We also reflect on lifelong learning and personal development in order to ensure that we are up-to-date on the latest nursing interventions. In my reflection, I discovered that it is often difficult to manage family life, social life, work, and studies. Managing all these concerns has been difficult without one of all of them being compromised or not being given adequate attention. During these times, time management was really a great help in managing these concerns. However, I had to deal with exhaustion and stress in the process. Moreover, some of my work and studies were not handled well because I had limited time to spend on them. I learned that I have to be more vigilant and conscious about time management and about the quality of my work and my studies in order to be better at my craft and consequently, to be a better nurse. In the process of learning and research write-up, I found the Harvard system difficult to understand. It was complicated and was rich in detail and specific applications for each citation. I found it difficult to remember and to understand how and when to use particular applications of the Harvard system. In the critical thinking and analysis, I also encountered difficulties because it was hard to critically analyse the research papers. The standards I used to assess the papers helped me along with the task, but I still found it difficult to objectively assess the papers. I found out that this is another aspect of my practice that I need to improve on. I also found out that I needed technical support in the critical assessment process. The support I was able to gain helped me in the technical and substantial critical analysis of the papers. In the time management during the learning process, I found out that it is important to set priorities. By setting priorities, the most important tasks are accomplished first and such tasks are not forgotten in the midst of the other responsibilities that have to be accomplished. I also learned how to organize my activities; to establish a timeline when they have to be accomplished in order to ensure that as each activity falls due, I am ready to meet each deadline. In the process, I would also not get stressed by each activity becoming overdue. Through adequate and appropriate time management, I was able to appreciate each activity as and when they were accomplished. Since I did not have to hurry and rush each activity, I was also able to learn from them and even enjoy them. The effective learning process is accomplished through a rich and integrated process from the preparation or planning to the assessment or evaluation process. The learning process that each nurse goes through is, more often than not, very personal. As each nurse accomplishes each intervention with different patients, she would come to learn what intervention may or may not work for each patient. It is important for me to be flexible enough in making the necessary adjustments as and when they are needed in the practice. An effective learning process can only be possible when a nurse is open to change, when a nurse is flexible in the practice and is willing to be a better person. Conclusion The lifelong learning is about recognizing when more learning and development is needed by the nurse. It is about being updated about the latest and most effective interventions in the nursing practice. Lifelong learning is important because it ensures evidence-based and patient-centred nursing practice. Through the process of accountability, the nurse is held responsible for her actions and for making the necessary adjustments as and when they are needed. Upon reflection, I found out that nursing lifelong learning is a crucial part of the nursing practice because it helps achieve better patient outcomes and accomplish high quality of services. Works Cited Basford, L. & Slevin, O., 2003, Theory and practice of nursing: an integrated approach to caring practice, London: Campion Press Basavanthappa, B., 2007, Nursing Theories, India: Jaypee Brothers Medical Publishers Chambers, R., 2004, The good appraisal toolkit for primary care, United Kingdom: Radcliffe Publishing Nursing Midwifery Council, April 2002, Supporting nurses and midwives through lifelong learning, viewed 01 December 2009 from http://www.nmcuk.org/aDisplayDocument.aspx?documentID=519 Peterson, S. & Bredow, T., 2009, Middle range theories: application to nursing research, Pennsylvania: Lippincott Williams & Wilkins Skill and lifelong learning: The link for quality nursing, 2009, Find Articles.com, viewed 01 December 2009 from http://findarticles.com/p/articles/mi_qa3915/is_199908/ai_n8861001/ Tilley, S. & Watson, R., 2004, Accountability in Nursing and Midwifery, Oxford, UK: Blackwell Publishing Wright, J. & Hill, P., 2003, Clinical Governance, London: Elsevier Health Sciences Young, L. & Paterson, B., 2007, Teaching nursing: developing a student-centered learning environment, Pennsylvania: Lippincott Williams & Wilkins Read More