Growing Nursing Career by Sharpening Skills and Competence - Personal Statement Example

Nursing Portfolio and/or Artifact Assessment 1. Professional Mission Statement My professional mission is growing my nursing career by sharpening my skills and competence by first completing my BSN. I will then focus on being an OCN (Oncology Certified Nurse), which is a demanding field in nursing with increasing cases that require oncological-related form of care. I have always desired working in hematology/oncology specialty and I have passion in working in this field. The mission statement will me as a guiding framework for provision of the right form of care with empathy, integrity, human dignity, diversity and excellence as guiding principles. 1. Professional Summary (a) Evidence-based practice artifact As a learner, the evidence-based practice artifact helped in viewing myself an oncology nurse as one who constantly research on evidence-based practices in developing in-depth knowledge and skills that I will require in practice. As a student, the evidence-based artifacts reminds me of the critical role that that research plays in preparing one for practice in the field of nursing. Additionally, as a learner, the artifact enhanced my understanding on the process of integrating research findings into practice through evidence-based guidelines. As a professional Oncology Certified Nurse, I am able to understand the current state of health service delivery system, identify the weaknesses in them and introduce findings from research into practice. The teachings on evidence-based practice enhances my ability now as a professional on management of interdisciplinary teams in developing guidelines for effective delivery of care. In the health system, new evidence emerges from time to time, which is aimed at improving the quality and safety of patient care (Melnyk & Fineout-Overholt, 2011). To integrate the evidence from the research studies, one must be able to consider the standards for development of evidence-based practice guidelines. Common areas for interest targeting professional Oncology Certified nurse include patient assessment, symptom management, coordination of care, supportive care, and patient education. (b) Evidence-based practice representation of professional strengths. The strength of my professional portfolio is based in the field of oncology nursing where my leadership class I gained crucial knowledge for application of skills in creating projects and prevention of burnout. I am more able now to work under minimal supervision due to the skills I have gained in oncology nursing. (c) Discuss challenges experienced in program progression In the progression of my career, I faced a number of challenges some work-related and others personal. One of the area I faced challenges related family-work balance that was demanding and an effective schedule of events was a critical determinant of my success. Trying to balance time between schooling, career and family was hectic and I was forced to ensure that my schedule was effectively planned to ensure that a balance existed. I normally advantage of the weekends where I would spend with the family and ensure at the same time I worked on those assignments I had from school. I also utilized the three months break effectively to achieve milestone. (d) Coursework facilitation of the nine nursing program outcomes. In the BSN program, the coursework was a critical resource that prepared me as a competent professional nurse. Each of the classes I attended prepared and strengthened me by equipping me the right skills and knowledge for practice. The coursework activated my ability to apply critical thinking skills in decision making on provision of care creating emphasis on moral and ethical values that guides the nursing profession. Overall, the coursework has given me a rounded and holistic approach on nursing that I am ready to exploit in professional practice. The coursework has helped me in internalizing the nine nursing programs outcomes and reflects on each of the nine outcomes. I am now more confident with better abilities to handle diverse care needs for patients. Coursework is sometimes challenges activating critical thinking as an important skills for effective performance in nursing. I have gained more insight on what outcomes are expected from me as a nurse, and become more competent, confident and a more critical decision maker. My communication skills are now sharper and more accurate depicted by my ability to offer concise, thorough and correct reports to physicians. In addition, my communication skills is now better since I am able to handle patients and their families effectively. Time management skills have improved since I am able to perform tasks within the stipulated schedule. Above all, I have improved significantly my leadership skills through critical thinking, confidence and better judgment of circumstances which have helped me on effective delegation of roles and interdisciplinary team management. (e) Analysis of scientific, detective and manager roles in the program In the leadership project, I managed to take scientific approach by using data and research as tools for guiding decision making. These helped me in developing effective evidence-based practice decisions that were from research to guide in decision making. As a detective, I was able to verify interrogatively on experience of nurses in the facility, their ways of dealing with burnout and other challenges they encountered. As a manager, I took advantage of effective allocation of resources at my disposal to enhance my performance and effectiveness. (f)  Professional growth during the program. From the beginning of the course to now, I have experienced significant growth in my profession. I am now able to take new challenges without getting nervous and understanding the best approach to take for each challenge. I am also able to conduct reviews of findings from studies, generate the right evidence and use it to design evidence-based guidelines for practice. I am also able to establish effective professional networks with interdisciplinary teams or take a leadership role that require more challenging decisions without getting worked up. B. Quality and Safety  (a) Reflection. Quality health care is an umbrella where issues of safety are addressed for patients. For instance, IOM (Institute of Medicine) view patient safety in terms of quality where there exist an optimal balance between norms and values framework with possibilities (Stanhope & Lancaster, 2014). This definition offers a reflection that quality I an abstraction and cannot exist in a discrete entity. Therefore, quality exist under construction basing on interaction between relevant actors in health service delivery who agree on standards defining values and norms with components reflecting possibilities. Throughout the course, I now view quality and safety as the key standards that must be meet in provision of care. The two terms are inseparable since one cannot have one and lack the other, hence they should simultaneously be demonstrated in the provision of care. (b) Role of the program in professional definition The process was critical in development of new nursing professional definition through effective practice exposure. The experience helped me in transferring the theoretical models and frameworks of care to practice. After the experience, I now view, nursing profession in a more holistic approach not limited to provision of care, but to other diverse areas of leadership and management. In addition, I have identified that nursing profession is crucial in identifying the role that nurses play in decision making, emotional support, respect and empathy, clear, support and comprehensive information for self-care, effective and reliable advise on treatment, building strong relationships between nurses, patients and their families, attention to environmental and physical needs of patients, effective treatment, continuity and smooth transition of care. All these factors are critical determinants of the quality and safety of patients care from a more holistic approach. (c) Evidence-based artifact support for the professional definition. Evidence-based practice artifact was a very critical in defining holistically what nursing profession views quality and safety of patients. Evidence-based approach uses the best research findings in developing the right and most effective mode of care provision. Best evidence is retrieved from randomized controlled trials and empirical evidence to device mechanisms of increasing quality and safety of patients in advancement of care. (d) Definition support from part B1. The artifact valued the use of evidence-based practice in provision of quality and safe forms of care for patients. From the evidence, a nurse is able to identify quality and safety issues arising in health service delivery and use research to address these challenges. Having to identifying the right evidence supported in the artifact results to better utilization of nursing professionals in enhancing quality of care. Additionally, the artifact has a more broad and holistic approach to issues of care and safety, which is a common characteristic in evidence-based practice (Houser, 2010). Therefore, it is critical for nurses to participate in regular research to review the current evidence that can be integrated to improve quality and safety of patients care. 2. Institute for Healthcare Improvement (IHI) The IHI is critical for nursing professionals wishing to join the health service delivery, especially at a time that most health facility require IHI certification. The organization was established for promoting patient quality and safety of care by inspiring and training prospective healthcare workforce through training on improving care at home and offer skills for change in hospitals, office practice and within a community setting (Womack, Byrne, Fiume, Kaplan & Toussaint, 2005). Institute for Healthcare Improvement (IHI) certificate is nowadays a requirement for most hospitals and offers an interprofessional students organisation that is focused on creation of a community centered on patient safety and quality improvement. These skills are critical in improving the quality of care for patients which helps in improving and integrating critical thinking skills to students progressing as health professionals. C. Evidence-Based Practice 1. Reflection Evidence-based practice refers to explicit, conscientious, and judicious application of best evidence in decision making on patient care (Mazurek, Ellen, Stillwell, & Williamson, 2010). This means that EBP integrates the best available evidence, clinical expertise, best research and patient values into decision making guidelines. The eidence does not make decision, but require internalization to help in preparing practice gguidelines that offerquality and safety care through a holistic approach. EBP practice is normally triggered by questions arising from the research studies on improbement of care setting, care practices and approaches. (a) Role of EBP in professional definition. The program was critical because it facilitated me in identifying the criteria of research materials for use in generation of evidence-based practice guidelines. Some of the key decisions considers systematic review of experimental studies or randomized controlled trials, which ranks highest in the evidence hierarchy. In addition, the program helped in identifying of critical evidence assessment approaches that help in judging the evidence and its applicability in solving nursing problems. (b) support for EBP definition The evidence-based practice artifact is critical in understanding the definition of EPB in nursing care. The artifact is critical in guaranteeing higher quality care, reduce cost, improve patients outcome, increase safety of patients, and higher nurse satisfaction are the main areas the EBP plays an essential role. From these findings, many nurse require making critical decisions in the care setting where new evidence is critical to effective the provision of care and offer greater value in terms improving quality and safety. The projects and coursework was key in setting an effective ground for improving quality of care and safety of patients under their care. (c) Support of definition from part C1. The artifacts took a journey on evidence-based practice, the standards for consideration in terms of evidence selection and not any evidence is considered effective for use in generating EBP guidelines for practice. The artifact focused on evaluating what evidence is critical either as randomized controlled trials or systematic reviews of these RCTs. Majority of the experimental studies were identified as one of the best sources of evidence for use in developing EBP guidelines. 2. Reflect on understanding of EBP and applied nursing research (a) Evaluation of current primary research and concepts application Evidence-based practice is a critical aspect in nursing practice and research. I found the course an interesting one considering my tendency to apply concepts learnt into practice, get advice from professional nurses (.Mold & Peterson, 2005). All I have seen is improvement in condition of the patients from the care setting. However, research-based nursing practice is critical in the modern society. The tasks I performed in evidence-based practice course gave me very crucial knowledge that will be a great resource in my profession. In the course, I learnt how to differentiate secondary from primary research, where primary refers to a situation where the author does the research themselves. Primary research is critical when established in consideration of new evidence on certain area in nursing. Relevance and believability of data is critical in guiding me to do effective research. If the source of data is not relevant to a study, then the data retrieved from such a source is not relevant. Quality improvement is another important consideration in nursing practice (Polit & Beck, 2008). After identification of a problem that need an intervention, data assessment is crucial to ensure only the relevant data to the case is considered. (b) Role of experience in achieving excellence in EBP From the course on EBP, I have become more proficient in selection of sources, classification of evidence and my role as an Oncology Certified Nurse. The topics I used from each coursework and applied it in development of evidence-based practice assessment helped me in understanding my role as a researcher in nursing field. The information I got from these coursework offered valuable source of knowledge has enriched my ability to perform research, generate evidence based on data and use the data to make practice guidelines (Campbell, et al., 2007). I am now able to conduct effective research and relate specific findings to nursing problems under review. D. Applied Leadership 1. Reflection on professional definition of applied leadership. Applied leadership is an important resource in nursing profession that is built on interdisciplinary collaboration within a healthcare system. For effectiveness in leadership, one must perfectly have interpersonal skills to manage interdisciplinary collaboration (Epitropaki & Martin, 2004). In my course on leadership experience, I was able to collaborate with my administrator in leading my group in regard to various aspects and activities I was involved. Through collaboration, I was able to effectively relate with my administrators for the lead nurse in developing a plan for meeting the activities outcomes. (a) Role of the program in developing professional definition. The program was critical in facilitating my leadership experience throughout the course. I was able to practice leadership and relate the definition in theory and that in practice, which gave me the opportunity to sharpen my leadership skills and evaluate potential leadership attitudes that is key for connecting theory to practice. (b)  Leadership and management supporting the definition. In the leadership and management coursework, I have been able to connect the critical role that nurses play in leadership and management of a healthcare facility or unit. The coursework and class discussions gave me an opportunity to reflect on leadership approaches required for Oncology Certified Nurses. (c) Support for the definition in part D1. From the coursework, leadership approaches definition narrated well with my profession in nursing. Health facility require nurse leaders to effective plan, organize, and manage the nursing care delivery, which has a critical impact on quality and safety of care for patients. Effective leadership skills means that health services are effectively implemented through a well-coordinated and collaboratively implemented (Epitropaki & Martin, 2004). From these artifacts, there is cohesion in definition of applied leadership meaningful in the artifact and definition provided in the previous section. E.   Community and Population Health 1. Definition. The practicum and theoretical foundation for community and population health in nursing practice reflects the aspect of protecting and promoting health of the public in a community setting through approaches like health promotion, disease management, risk reduction, and control strategies for the vulnerable groups within that community or population setting (Hatef, et al., 2018). To conduct community and population health interventions, there are critical practices that influence how successful the activity is based on community assessment, environmental, epidemiologic, case management and political action frameworks. These approaches are essential areas for integrating evidence-based nursing care delivery to patients, their families, and population within a community setting. (a) Role of the program in developing professional definition. The applied leadership program in the course has equipped with the right skills that are essential in building relationships within a healthcare setting. For instance, the knowledge and skills gained will help me in interdisciplinary teams collaboration, motivation of the workforce around me and in building relationships with patients and their families. These skills and competencies are essential for nurses especially in the field of oncology where different disciplines are needed to offer a holistic care to patients. 2.  Summarize Community and Population Health task (a) Community Health Nursing task lessons In the Community Field Project, I focused on comprehending the professional accountability aspects, information prioritization and observation skills to assess the overall health associated risk factors within the community setting. Data analysis was also essential component of my work that guided me in making decisions. Additionally, the teachings on professional values, ethics and standards in research were also necessary guide for effective performance (Broussard, 2011). (b) Lessons on community diagnosis From the community diagnosis, nurses are becoming more concerned on the increasing cases of obesity and health conditions like diabetes. This is critical to understanding the primary health needs in community setting through a diagnostic approach, which features on relevant community features based on population and disease and conditions prevalence (Broussard, 2011). With increasing cases of heart diseases, chronic illnesses like diabetes and lifestyle-related conditions like obesity require an effective evidence-based intervention for nurses offering community services. The coursework offered critical guidelines for performing community diagnosis, which is key in identification of health needs of the community. (c) Evolution of diagnosis after working with the population From the community Health project, I learnt a number of lessons that are valuable to my nursing professional practice. Diagnosis is a broader term that is structured into many facets within the community ranging from culture, leadership and power structure, history, culture, values and norms, helping patterns, means of communication, and important community institutions. An effective community diagnosis should offer understand how it is like to be in that community, interventions most efficacious, primary health needs of the community, and best interventions to address health related challenges. 3.  American Museum of Natural History (AMNH) One of the most important and relevant certificate for nursing professionals is the AMNH certificate (Hollands & Tirthali, 2014). Genetic codes assessment is critical in providing information especially for those who are disabled due to spinal cord injury or those under oncological care. Genetic enhancement, stem cell research and cloning are controversial topics, but individuals with such conditions are likely to benefit from such technologies. For those in support or opposing this technology will continue to raise ethical issues, but the greater benefit associated with such technology reigns supreme. For health service providers to have a verifiable sound judgments, they must adopt modern technological approaches. As an Oncology Certified Nurse, I am expected to embrace research on latest evidence-based approaches for cancer patients’ care. Therefore, AMNH is fundamental in guiding research practices. References Broussard, B. B. (2011). The bucket list: A service-learning approach to community engagement to enhance community health nursing clinical learning. Journal of Nursing Education, 50(1), 40-43. Campbell, N. C., Murray, E., Darbyshire, J., Emery, J., Farmer, A., Griffiths, F., ... & Kinmonth, A. L. (2007). Designing and evaluating complex interventions to improve health care. BMJ: British Medical Journal, 334(7591), 455. Epitropaki, O., & Martin, R. (2004). Implicit leadership theories in applied settings: factor structure, generalizability, and stability over time. Journal of Applied Psychology, 89(2), 293. Hatef, E., Lasser, E. C., Kharrazi, H. H., Perman, C., Montgomery, R., & Weiner, J. P. (2018). A Population Health Measurement Framework: Evidence-Based metrics for assessing community-level population health in the global budget context. Population health management, 21(4), 261-270. Hollands, F. M., & Tirthali, D. (2014). Resource requirements and costs of developing and delivering MOOCs. The International Review of Research in Open and Distributed Learning, 15(5). Houser, J. (2010). Evidence-based practice. Jones & Bartlett Publishers. Mazurek, M. B., Ellen, F.-O., Stillwell, S. B., & Williamson, K. M. (2010). Evidence-Based Practice: Step by Step: The Seven Steps of Evidence-Based Practice. AJN, American Journal of Nursing, 110(1), 51-53. https://journals.lww.com/ajnonline/Fulltext/2010/01000/Evidence_Based_Practice__Step_by_Step__The_Seven.30.aspx. Melnyk, B. M., & Fineout-Overholt, E. (Eds.). (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins. Mold, J. W., & Peterson, K. A. (2005). Primary care practice-based research networks: working at the interface between research and quality improvement. The Annals of Family Medicine, 3(suppl 1), S12-S20. Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins. Stanhope, M. & Lancaster, J. (2014). Foundations of nursing in the community: Community-oriented practice (4th ed.). St. Louis, MO: Mosby. ISBN-13: 9780323188999 Womack, J. P., Byrne, A. P., Fiume, O. J., Kaplan, G. S., & Toussaint, J. (2005). Going lean in health care. Cambridge, MA: Institute for Healthcare Improvement. Read More