Transition To Professional Practice Nursing Essay: A Case Study Analysis
Question
Task:
- Based on Judy Boychuck Duchscher’s transition to practice theory, describe what stage of transition to professional practice Mark is and discuss what may indicate that Mark is experiencing transition shock.
- Describe how Mark’s current situation and experience may impact the delivery of high-quality person-centred care.
- Drawing upon the four concepts and features of each concept presented in your concept map, describe evidence-based strategies that will assist Mark to continue his successful transition to professional practice.
Your written essay should include an introduction, body and essay. Your work should be supported by relevant and up-to-date peer-reviewed evidence (e.g., published articles). You are required to cite references using UniSA Harvard referencing. Your essay should be formatted according to the School of Nursing and Midwifery Academic Writing Requirements. Save your written essay as a Microsoft Word document and submit your essay via the course’s learnonline site.
Answer
A final year 'Registered Nurse', Mark, is facing difficulties in mitigating his 'self-doubt' on becoming a successful nurse. The current transition to professional practice nursing essayis aiming in understanding the processes in the "Transition to Professional Practice Program" (TPPP) in becoming a mainstream nurse from a graduate student, and how to provide strategies to Mark in being a successful nurse. The current transition to professional practice nursing essayis divided into three parts to discuss three different areas – the current stage of Mark's transition process in becoming a professional nurse, whether Mark's current feelings related to his 'self-doubt' making an impact in providing 'high-quality' care, and a discussion on the four significant concepts to acquire a successful transition to help Mark. The significance of the transition to professional practice nursing essayis to analyze the influential factors behind Mark's nervousness towards becoming a full-time nurse and how the strategies from the transitioning concepts will help him. The transition to professional practice nursing essay is a 'Case Study' on the ‘nurse’ students like Mark and their journey to becoming a successful professional.
Mark, in his fifth month is undertaking his "Transition to Professional Practice Program" (TPPP) at the 'Acute Assessment Unit' (AAU) of a hospital. Despite receiving positive feedback from his colleagues and senior professionals, Mark is facing a doubtful situation in whether he will able to provide efficient care to an ‘Emergency Department’ as a nurse by committing his full knowledge and ‘competency’. According to Judy BoychuckDuchscher’s “Transition to Practice” theory, Mark is going through a ‘transition shock’ where he is confused and under-confident with his scopes related to 'intellectual', 'emotional', 'physical', 'developmental', and 'socio-cultural' changes (Duchscher & Windey, 2018, p. 228). The transition between an academic and professional environment with the appropriate 'role', 'performance' expectation, 'knowledge' and 'responsibilities' is tended to contrast its relevancy. It has been studies that the complex 'workplace' culture in the 21st century makes a significant impact on graduate students in stabilizing and integrating their scopes and knowledge. Mark is facing a huge ‘self-doubt’ in working at a high and busy ‘Acute Assessment Unit’ (AAU) from his ‘transition shock’ and became withdrawn from his surroundings. In the current situation as portrayed in the transition to professional practice nursing essay, the increasing complexity at the ‘healthcare system’ demands the new nurses to be more practice to enhance their ‘holistic’ practices. According to “Essentials of Magnetism” (EOM), the appropriate ‘Nursing Work Index’ is required in measuring the hospital structure and is dependable on the standard of an experienced ‘clinical nurse’ (Kramer, et al., 2017, p. 278-288). The "Essential Professional Nursing Practices" (EPNP) needed an extensive practice process to be accustomed to the working environment of a busy 'Acute Assessment Unit' (AAU). It made Mark nervous and underconfident about his knowledge and working ability to conduct his responsibilities according to the expectation. The overwhelming feeling by constantly engaging at the 'Emergency Department', the strict schedule, and complex working processes have made Mark starting to feel whether he is worthy of the job or not. The 'registered nurses', who collaborate with a hospital, it enables them to make independent decisions and provide a positive 'working culture'. It is both difficult and huge responsibility for a new graduate nurse like Mark.
In the 21st century, the complex working ‘environment’ has induced a new concept – ‘transition shock’, which makes the new ‘registered nurses’ to feel an uncertain pressure in transforming them from the practice role to become the ‘professional’ nurse(Wakefield, 2018, p. 47). Mark is currently feeling in the same way. He is good at his practice as a nurse in the 'Acute Assessment Unit' and interested in joining the 'Emergency Department' of the hospital. He has also been praised by his senior 'nursing' staff and educator from his college. According to Duchscher’s analysis, the new nurses are often felt anxious, insecurity, and inadequacy in adjusting with their initial professional days transitioning from being a student. It is stated in the transition to professional practice nursing essay that the complete transitioning process from student practice to professional practice derives a negative emotion among them, which can affect in taking care of patients(Ankers, et al., 2018, p. 319-325). This uncertain feeling causes Mark to get himself isolated from his colleagues and peers, and led others concerned about his wellbeing.
The transition situation that Mark is facing in the current situation is his nervousness of becoming a professional from practicing under higher supervision. According to some studies as undertaken in this transition to professional practice nursing essay, 'registered nurses' who engaged in 'long-term care' (LTC) facility often feeling that their decisions have been impacted by their complexity with 'social', 'economic' and 'historical' construction of an "LTC" environment (MacDonald, 2017, p. 56). Mark was engaged in the 'Acute Assessment Unit' (AAU) for a very long time and expressed his interest in collaborating with the 'Emergency Department'. The familiar environment can also make you numb about learning more strategies and gaining knowledge to improve more. The nervousness becomes overwhelming on Mark that he has stopped communicating with his peers and nursing' staff. It will make a great impact on his current duty in taking care of critical patients as well as facing difficulties in forming his career successfully.
Herein transition to professional practice nursing essay, out of the four distinct concepts of the different stages of "Transition to Professional Practice Program" (TPPP), 'Belongingness' is the most crucial one. During the 'transition shock' period, the graduate nurses are feared of being accepted to a busy environment and whether they can enhance their knowledge to improve themselves. A deeply personal and 'contextual' experience can be derived from the strategies at the 'Belongingness', which helps the new graduate nurses in feeling secure, respected, involved, and accepted in their working environment(Ashktorab, et al., 2017, p. 221). It is an effective concept explored in the transition to professional practice nursing essay in understanding stressful situations, increase ‘self-esteem’, and being motivated with their clinical experience. It will help Mark in feeling secure and included in his working environment to enhance the knowledge and practices acquired by him during the practice program. The ‘psychological’ and ‘physical’ security are important for the new ‘nursing’ graduates to mitigate problems related to lack of 'Belongingness', such as 'depression', 'low self-esteem', 'stress', and 'anxiety' on their 'clinical practices'.
The strategies related to ‘Resilience’ are important in reducing the 'moral' distress among the new nurses after graduation. Mark is confused and nervous by thinking about his credibility towards achieving proper success in enhancing his knowledge and practices. 'Resilience' at the 'moral' virtue is needed as a character 'trait', which will secure a nurse from adjusting and compromise with a situation according to the clinical demand without compromising their own ‘moral’ integrity (Sala Defilippis, et al., 2019, p. 8). The strategies related to securing the ‘moral’ ground of the new nurse will help Mark in understanding his value and ethics while starting his work professionally. It will bring the best out of him and enhance his confidence level. The ‘transition shock’ and stressful ‘work culture’ at the ‘Acute Assessment Unit’ (AAU) can make any graduate nurse scared of being efficient to be a successful professional ‘nurse’. The strategies from ‘Resilience’ are beneficial for the ‘nursing’ students in completing their program with ‘self-regulation’ and ‘self-efficiency’ (Boardman, 2016, p. 1). It will help Mark in increasing his confidence level before joining in his work professionally.
A study by Kaya et al. (2017, p. 72-77) considered in this section of transition to professional practice nursing essay has pointed out that there are some similar patterns among the 'nursing' students during their beginning and final years, such as 'intermediate' level in their 'Emotional Intelligence', low level of 'critical thinking', and medium level in 'critical thinking' for disposing of their 'emotional intelligence'. The students need to have a significant amount of 'Emotional Intelligence' during the starting and end of their academic life to be consistent in their professional careers. The shift between the ending of the 'professional program' and entering into taking full responsibility for conducting independent decisions in 'clinical' practices. The strategies related to 'Emotional Intelligence' will enhance the 'critical thinking' and effective 'decision-making' by using their knowledge. It will also influence a positive relationship between patients and nurses.
Nurses are conducting critical works and providing essential ‘clinical’ services to the patients continually. They are closer to the patients than the doctors in terms of making effective communication. ‘Communication’ is an ‘integral’ part among the nurses and act as a medium in providing efficient ‘clinical’ services to the patients and in other needs (Sibiya, 2018, p.19). The difficulty that Mark is facing currently is his lack of communication with senior 'nursing' authorities at the hospital. It makes him 'self-centered' and disconnect from his peers and colleagues. 'Communication' is an important part of understanding various situations and factors to improve one from being closed. The confusion in conducting credible work by implementing knowledge and practices after entering into the professional can be solved by conducting an efficient 'communication' process with the senior professionals and medical expertise. Mark is confused about understanding his career and objectives can be merged with his knowledge and practices. He needs to remove himself from his current 'transition shock' by increasing 'self-efficiency' and 'self-esteem'. The above-mentioned concepts from different stages of the “Transition to Professional Practice Program” (TPPP) discussed in the transition to professional practice nursing essay will also help him in shaping his knowledge and experience to become a successful professional ‘nurse’ soon. The success can be easier to get if Mark will resolve his doubts by implementing strategies from these significant concepts at the ‘practicing program’ of nursing. ?
References
Ankers, M. D., Barton, C. A. & Parry, Y. K., 2018. A phenomenological exploration of graduate nurse transition to professional practice within a transition to practice program. Transition to professional practice nursing essayCollegian, 25(3), pp. 319-325.
Ashktorab, T. et al., 2017. Factors affecting the belongingness sense of undergraduate nursing students towards clinical setting: A qualitative study. Journal of caring sciences, 6(3), p. 221.
Boardman, L., 2016. Building resilience in nursing students: Implementing techniques to foster success. International Journal of Emergency Mental Health and Human Resilience, 18(3), pp. 1-5. Duchscher, J. B. & Windey, M., 2018. Stages of transition and transition shock. Journal for nurses in professional development, 34(4), pp. 228-232.
Kaya, H., ?enyuva, E. & Bodur, G., 2017. Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research. Nurse education today, Volume 48, pp. 72-77.
Kramer, M. et al., 2017. Impact of professional nursing practices on patient/nurse outcomes: Testing the essential professional nursing practices instrument. JONA: The Journal of Nursing Administration, 47(5), pp. 278-288.
MacDonald, E., 2017. An Institutional Ethnographic Exploration of the Transitional Experience of Registered Nurses Entering the Long-term Care Environment. New Brunswick: Doctoral dissertation, University of New Brunswick.
Sala Defilippis, T. M. L., Curtis, K. & Gallagher, A., 2019. Conceptualising moral resilience for nursing practice. Nursing inquiry, 26(3), p. e12291.
Sibiya, M. N., 2018. Effective Communication in Nursing. Nursing, Volume 19. Wakefield, E., 2018. Is your graduate nurse suffering from transition shock?. Transition to professional practice nursing essayJournal of Perioperative Nursing, 31(1), p. 47.
