Learning Need in Nursing Practice

This assignment is a critical analysis and assessment of my specific needs in CPPD (continuing personal and professional development). The report will recognize specific needs I need to address by promoting evidence-based research, and evaluate the effect of this need on my personal growth as a potential professional nurse. My requirement for learning was to communicate with an infant during admission. Gibbs (1988) will use the reflective structure paradigm to meet the need and show the ability to improve my counseling.A Tommy alias is used to ensure patient identity to maintain confidentiality, as stressed by the Nursing and Midwifery Council. In addition, I can use the post-registration guidance on schooling and preparation (PREP) to keep the skills and abilities up to date and to encourage lifelong learning throughout my profession.

My communication skills developed in all interactions, and this was noticed in every session. However, when I learned my weakness was with assertiveness in contact while operating with a staff nurse, I was faced with a challenging patient during admission. I attended this learning experience during my hospital placement. I recognized a need third year, when I was able to accept patients under my mentor ‘s guidance.My mentor ‘s feedback identified the need to enhance this ability, and I accepted that it needs to be learned to help prevent errors in future practice, strengthen my professional satisfaction and decision-making skills. I’ve spent a lot of time researching and analyzing critically this learning need but thought that could be a continuous improvement process, supported by the Department of Health ‘s continuing improvement process of the NHS (2013). Again, I believed that I needed to concentrate on it because it affected me as a future qualified nurse and patient.

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Tommy is a 50-year-old, right-legged cellulite who lives with his cat alone. I believe my first encounter with Tommy was frustrating and I found it hard to describe myself as a self-assured, assertive nurse and I felt the situation was outside my comfort zone.I saw from the outset that this gentleman was unable to deal with it; but I felt that without being seen by the patron or the dominant student nurse I would not be able to make a clear argument. On the bright hand, I wanted to strengthen my learning need so I can learn to prepare for challenging patient care in future placements with the experience and skills I need.

Having witnessed patients who refused demands from other staff and nurses while they were receiving care from voicing their dislikes, disagreements and, at times, even anger, I found that patients appreciate how clinicians present themselves and can focus their choices on the ability to communicate with therapists.This also made me think of my self-confidence and empathy. When I noticed the emotional worries of Tommy, he opened up to fear that nobody would feed his cat in his own home, because he did not have close relatives while in hospital. It was my intention to get his permission to give medical professionals long term help, I replied calmly and with trust in a simple language.

As a student nurse, our primary role is patient interaction, and a number of studies have revealed that the qualitative study of student nurses in two schools (n=30) has not demonstrated (Jantzen, 2019). It emphasized that most student infirmary workers were active but decided not to show the ability to maintain interpersonal relationships that are positive and conflict-free. Nonetheless, Almost (2006) quantitative research (n=72) found it necessary to assess the level of confidentness of nursing students before and before the pre-registration plan is completed and helps them develop their confidence during the plan.The tensions arose mostly in the multi-professional positions played by student nurses, and the simple care and management duties can contribute to stress.

Some scholars questioned such a qualitative analysis, such as Iglesias and Vallejo (2012), which found that conflict management strategies can be accomplished by sacrificing and collaborating with nurses to their unique working environments. However, both the above methods suffered from severe shortcomings as Tommy’s health may have been affected.I consider Almost (2013) to be very useful for personal treatment, as this approach would have strengthened my learning needs to strengthen patient care earlier in my nursing program. Ellis(2019) qualitative research support and acceptance of these findings suggest the need to take into account educational programs.The expectations of risks surrounding a patient must be non-assertive and the emphasis must be on changing these beliefs instead of attempting to alter the values of nurses or concentrating exclusively on particular assertive actions that increase the emotional understanding of students. Based on the results, I realized that my practice was outdated and would therefore cost the National Health Service (NHS) and have a negative impact on the care of patients.

The 75% (n=20) of student nurses, as found in Smith’s 2012 phenomenological study, felt unable to express their concerns verbally when they were working with qualified nurses. However, Bakon et al(2016)qualitative study found that 60% (n=30) of nurses were optimistic by the end of training. Nevertheless, there is no consensus in the analysis and my interpretation represents Mather& Cummings(2017) results. It was because I worked with trained professional nurses and my instructor stayed on my front for skills development. Which influenced my clinical capacity when I was not a committed student nurse. This also indicates that I did not use standard practice in these research studies.

White’s (2009) phenomenological study showed that 75% (n=28) of students in clinical placement have self-doubt, are anxious and lack high self-assurance (Grace et al., 2019). A qualitative analysis conducted by Jones, Mccoy, and Pitt (2013) for student nurses revealed that for successful clinical experience, most staff and student relationships demonstrate a sense of belonging to student nurses.A sense of feeling and belonging in the team was necessary before students could know. The findings of students who were interested in the study as they worked in various clinical roles were seen by Lathlean and Levett Jones quantitative analysis (n=200) (Glynn et al., 2017).However, the fact that many students were forced to work hard rather than encouraged to learn, seemed to contradict this idea. This made me understand that I’d always give priority to my patient care by paying attention to patient needs and expectations, also in a professional nursing team.A qualitative study was conducted and stated that the ability of student nurses to make clinical decisions may be affected by patient circumstance, resource availability, and interpersonal relationships.However, student nurses may experience moral distress in various situations as Horning et al(2019) identified in their phenomenological study. Such two articles indicated that the opportunity to communicate with patients would not cause moral discomfort because student nurses would not be hostile or patronizing, and the contact would attain the patient’s best interest.

This is reinforced by the qualitative study of Grumbach and Bodenheimer (2004), which (n=18) identified a childcare student who noted that a higher disability may in some cases be due to anxiety and loss of self-confidence. However, the phenomenological study by Begley (2010) has been identified and argued that little has been studied to explain why such assertive behavior takes place in one and not in another situation.Statistics show that the normative tests of assertiveness and anxiety by nurses are p=00.1 regardless of their ratings. We should consider the impact of student practitioners, when I knew how to behave, I felt it helped me to remember the value of self-confidence for better patient care. While their underlying theories about subjectivity are very different, some essential affinities exist between studies, which, I think, will better support me in the future.

Furthermore, Arveklev et al(2018)qualitative study found that patients should be treated as partners in the provision of their medical treatment. Trust is not easy for people and since then, I have learned from previous experience that patients must be included and involved actively in preparing and reviewing their treatment.Through learning to ask open questions, patient feedback was facilitated and encouraged and allowed patients to increase confidence in a partnership because I demonstrated my engagement and commitment in patient care and treatment. The research has an impact on my need and has provided support in coping with difficult patients.

As White (2014) has shown, most nurses rely on assertive mentors to push them forward, and even use them as coping strategies. Although this is a small number of nurses (n=30) on which decision-making is based, it offers objective data and an insight into practical experiences.I also thought that my research on my claim was important, as it involved the patient and me as a future caregiver(Jantzen, 2019). I dependent on my coping mechanism mentors alone.

Put another way, the qualitative work carried out by Ellis(2019) has shown that these weak coping strategies I endorsed are being tested in the clinical settings for different coping strategies used by students’ nurses. While this n=18 is a small sample and does not provide statistically relevant data, it provides an insight into the coping strategies of student healthcare professionals.These results from a critical thematic analysis were connected to my clinical experience and the poor strategy I adopted for coping. This was because of underestimating my ability to be self-confident and self-assured, without being aggressive.I find that this work provided me with an appreciation of how immoral and restrictive avoidance strategies are in the care of patients that have been identified in a limited number of study participants (n=3). It helped me to remember how important skills of assertiveness can improve the care of the patient.

In addition, Fischhoff et al (2011) descriptive research postulate the assertiveness of nurses who continue to be involved with their mentors for weeks, and this has been suggested by students who underestimate their ability to be self-confident at the outset.While this sample of small size (n=207) provides statistically significant data, 60% (n=127), compared to 40% (n=83), have been more positive. Its quantitative design gives students an insight into the experience of assertiveness.

Nevertheless, this descriptive research was reinforced by the Phillips and Simmonds (2012) phenomenological review, which also was an important concern for many student nurses in practice(Bakon et al., 2016). The concept of understanding and assertiveness as student nurses will make it possible for them to consider that the aggressiveness of the patient may be other issues than care.It was identified that the increased disability may be caused by loss of self-confidence and anxiety in a difficult patient in a phenomenological study by (n=50) infirmer students in London. The results of these studies are not universal, but valid for me because of the adequacy of the methods and the thematic analysis. In future practice, this will help me look after my patients(Mather & Cummings, 2017).

Smith (2013) has calculated that 70 percent (n=49) of university students prefer to receive all the impressive contact for them, as a result of underestimating their capabilities in a questionnaire survey by (n=200) student caregivers in London. Just 20% (n=4) of the students responded and many did not complete the questionnaire in its entirety.The data suggests that not very strong evidence is presented by 70 percent of students who prefer the mentor to make all assertive communication. However, it is argued that he had strong attachment to mentors throughout his / her communication, which helped with the skills required for future practice, based on his / her own experience as an intern.That can not be generalized, since Monsu (2013) refers to his own experience and not an empirical study. Having recognized the meaning of my own experience (2013) claim, it appeared to me very important and validated my evidence hierarchy, but it seems that my patients’ treatment is unworked due to their lack of a clear qualitative theory compared with Smith (2013)(Grace et al., 2019). Their treatment for patients in future does not seem to be endorsed.

It felt nice to have sought connections and remembered some of his needs after talking to my mentors during intake. Though the patient was hesitant, I was able to stay cool, but when I spoke to him about providing additional assistance, I struggled with my response .. I focused more on helping the customer answer my questions and to recognize his issues.I have shown assertive conduct during the incident because I upheld my patient care obligation. I have demonstrated that if I had not been the voice for the patient, that would have an impact on my professional ability. With the DOH (2009) revised research on the development of standards on consent and the application of those consent criteria, my conduct prompted me to consider whether it was a matter of receiving informed consent.Tommy knew that if his pains were not handled he would cooperate with his caregiver, because she understood their implications. According to Glynn et al(2017), the relationship between decision-making, competence growth , social support and identity is the role of the nurse to prepare the new nurses to face challenges.

I think that when this type of situation occurs again, I have the ability to demonstrate my assertiveness through compromise and recognizing the limits of my actions. I should be able to show that I’m a self-insure, competent and trustworthy student nurse by applying clinical judgment skills and answering open-ended questions by meeting other patients.To do this, I have learned to participate in leadership practices, including handover and carrying out duties on My mentor’s behalf. I need to seek to develop the leadership skills necessary to patient satisfaction. I understood the need of being involved actively in challenging clinical circumstances such as recognizing sudden deterioration of the patient, and learning how to make fast clinical decisions once I had reached the clinical setting.Horning et al(2019) proposed that good nursing and nursing leadership in early stages of careers would be successful if nurses attend leadership courses. This may help me to get a better idea of my patients’ feeling , thinking and acting. When we focus and strive to be self-confident, I will raise self-esteem and confidence by appreciating what I’ve done well and well in maturity to recognize the changes I need to make in the future.

Having said that, I was pleased to have been able to conduct this nursing handover, which is one of the key functions of a professional nurse and an aspect of nursing required of myself, if I’m qualified. I have received strong encouragement from my mentor during my learning and I have been able to exercise my transition until I feel more comfortable and less nervous, as she supported me with quality time and input on my needs and other nursing aspects.Arveklev et al(2018) describe mentor as a helping person to progress through teaching, supporting and looking forward to the success of others.It is further reinforced by Jantzen(2019), who suggested that a successful mentor needs time to foster development and to cultivate the ability to know, able to collaborate and to provide input on a crucial area of his career.

Finally, I have examined and thought objectively about the need for clinical learning that is important to my future professional growth. A critical review and reflection as a student has helped to promote successful learning outcomes so that I can interact and apply concepts to clinically-oriented circumstances and also examine and analyze facts.I was also recognised for the mentor input by demonstrating good communication skills with patients who were challenging. It is important for me to constantly rise. Nonetheless, I found it helped me to be a more self-assured nurse by having to connect with patients and collaborate with nurses.At this stage of my learning, involvement and participation in leadership events, such as transition and task delegation will be helpful. Reflecting on and understanding these learning criteria, I could only progress and further improve my learning skills as a student nurse into professional skills as a trained nurse.

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