Introduction
This paper summarizes and presents in a sequential manner the core skills and experiences gained during the nursing hands-on course. The completed course, knowledge, skills, and practical experience gained in the learning process were recorded in a reflective diary. The diary is organized according to the following structure: for each school week, a circle of problems and a reading list are defined, then personal experiences and newness of skills for a particular nurse are described.
Reflection
In this paper, the impressions obtained are set out in accordance with the essentials proposed by the American Nursing Association for establishing the most important, integral skills for each nurse practitioner (American Association of Colleges of Nursing, 2012). Three key essentials have been selected, and the knowledge gained during the course will be described in relation to how they actually implement these inherent professional attitudes. Based on the demonstration of the fundamental knowledge set forth in each of these three points, it will be possible to talk about the acquired skills, which can be used in practice.
Essential I: Scientific Underpinnings for Practice
The primary result obtained by the nurse in the process of the completed course is the ability to use scientific knowledge in practice. One of the essential skills of a nurse to effectively use the database accumulated over the years of experience (Alexander & Frith, 2017). At the same time, the benefit of the course was also the reinforcement and stability of the knowledge already acquired before, since a nurse needs confidence in their own professionalism. Awareness of one’s own competence has been confirmed and supported by reading up-to-date works on nursing practice. The problem of practical education for nurses remains quite extensive, and, therefore, the practical skills acquired during the course seem to be especially relevant. Awareness of the importance of practical implementation of scientific methods was one of the revolutionary discoveries of the entire course.
Essential II: Organizational and Systems Leadership for Quality Improvement and Systems Thinking
Improving systems thinking in nursing practice implies organizing professional functioning in such a way as to feel like an integrated part of the medical community. As it seems to this nurse, it is the awareness of the structure in which a huge number of people are involved at different levels that allows you to rebuild your consciousness in a more professional way. Systems thinking for a nurse includes a set of mental attitudes that organize work in the most professional and efficient way (Phillips et al., 2018). It was useful to know that there is a direct link not only between the mindset of doctors and the well-being of patients but also between working conditions and professional attitudes. The professional environment fundamentally influences the mental balance of nurses and can both inspire and paralyze level thinking. Awareness of their involvement in an extensive health care system also helps a nurse to be more independent in making decisions while fully aware of all the boundaries of their own responsibility.
Essential IV. Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care
One of the multilevel and potentially difficult to learn skills for a nurse is computer science. Being able to handle, adjust, and use formidable databases as efficiently as possible is one of the essential skills for a nurse. Computer skills and the ability to navigate the interfaces of complex operating systems make it possible to maintain databases in a state of maximum fullness and organization. Also, a nurse can independently draw up a treatment plan using the full potential of computer technology. The analytical skills of modern medical computer systems, being in capable hands, are able to qualitatively improve and significantly accelerate the diagnostic process in medical practice.
Awareness of the importance of technological advances came to this nurse after reading an article on the use of nanotechnology in the treatment of cancer patients (Aslan et al., 2013). This discovery provides real motivation and a new perspective on the limitless possibilities of technology and medicine working together. Upon completion of the course, the nurse gains an understanding of how well-implemented technologies in healthcare can not only make work easier but also actually save more lives.
Conclusion
Summarizing the above essences, one should generalize them by mentioning that all these skills constitute everyday nursing practice. The knowledge gained in the learning process must be constantly translated into a practical channel, and any scientific knowledge should not remain hypothetical. The ability to think in a systematic way implies a high level of self-organization, the ability to multitask, which is necessary for coping with stress. And, finally, the ability to use databases improves the systems thinking of a nurse and their professional competence. At the same time, the awareness of the subordination in the workplace and the complex structure of the medical system turns out to be useful when working with extensive databases by adequately organizing critical thinking. Knowing a computer helps this particular nurse more confidently use scientific sources and adapt the technological advances of modern medicine to get more successful on the job. Thus, the essential skills acquired during the course of the course were demonstrated as having practical application and being able to significantly help both the nurse and the patient.
References
Alexander, H., Frith, K. H. (2017). Applied clinical informatics for nurses. Jones & Bartlett Learning.
American Association of Colleges of Nursing. (2012). The essentials of doctoral education for advanced nursing practice. American Association of College of Nursing. Web.
Aslan, B., Ozpolat, B., Sood, A. K., & Lopez-Berestein, G. (2013). Nanotechnology in cancer therapy. Journal of Drug Targeting, 21(10), 904–913.
Phillips, J. M., Stalter, A. M., Winegardner, S., Wiggs, C., & Jauch, A. (2018). Systems thinking and incivility in nursing practice: An integrative review. Nursing Forum, 53(3), 286-298. Web.