This paper will examine the purpose of Critical Thinking and its importance in the medical field, especially in the field of nursing. There are many aspects to nursing, but the two that will be discussed in this paper are critical thinking and concept mapping. Critical thinking is essential to skilled nursing; therefore, it is essential to nursing education. It is believed skilled nursing depends upon a well-reasoned philosophy of nursing rooted in a deep and rich conception of critical thinking. In the educational curriculum for nursing students, the focus has been to present problem-based learning and evidence-based practice concepts to help increase critical thinking skills.
First, educational strategies can help encourage the practice of evidence-based nursing. For instance, nurses and medical students can be introduced to evidence-based practice, where they get to learn and adapt to the skill; hence perfect their expertise on the topic matter. Moreover, nurses should be allowed to access evidence-based resources to improve their knowledge and enquire more often about how to better the services in healthcare (Conner, 2014). Additionally, the clinical facilities should accommodate practice strategies that foster evidence-based nursing practices. For instance, healthcare facilities should establish Nursing Practice Councils and research centers that will help foster quality research in the amenities.
Literature Review The purpose of this literature review is to garner information about nursing student’s perception of nursing and identify factors influencing readiness for the profession. Perception as defined by the Oxford English Dictionary (2010) is characterized by ones awareness and understanding of sensory information attained through interaction between past experiences and one’s own culture and interpretation of the perceived. Nursing students’ perception of nursing has been influenced greatly by various factors and these factors initiate readiness for the nursing profession. Apesoa-Varano (2007) states that nursing perception and professionalism is plethoric. Students enter the nursing programme with the belief that nursing evolve
Collaboration which is a part of Interprofessional practice is powerful in a way that it achieves satisfactory health outcomes. Interprofessional practice was developed in the 1960’s, and health care professionals would study Interprofessional education before they could practice. Interprofessional education would include workshops as well as simulations, presentations, teaching and interaction with patients. Interprofessional education would prepare students so they can have the necessary skills to practice as a health care team to provide satisfactory service for the client. According to Richard, Anna & Fran (2014) they state that, “The emphasis on IPE in health care is a result of growing evidence of the benefits of IPP in health care service provision.” (Richard, Anna & Fran, 2014, p41), therefore together IPP and IPE result in a great health care for
Quality Nursing Care - Summative Essay Abby Smith A8a Introduction I will be using Driscolls model of reflection (2007) to look back and reflect on how my concept of Quality Nursing Care (QNC) has advanced and also how that has adapted me for practice. Reflection is a crucial tool to help achieve continuous lifelong learning in the nursing profession because by using this tool Nurses can collate both their academic understanding and nursing practice. (Fawcett, 2006). Reflection can be used to educate ourselves by looking back on previous care given and seeing how it can be improved. (Peate, 2016).
The DNP scholarly project, identifies, evaluates care delivery models and the need for change. In My role as a DNP practice scholar, I will address the critical skills essential for translating the evidence-based care into practice with the aim of improving systems of care within the clinical setting (Vincent, Johnson, Velasquez, & Rigney, 2010). Besides, the practice competencies and research I will use the nursing skills to measure the outcomes of the affected population as well as communities. I will apply both clinical investigation and theory with affected individuals and families and implement nursing strategies to improve patient outcomes in nursing homes. I will achieve this by focusing on evidence-based practice, evaluation of results from nursing practices, and focusing on quality improvement (Vincent et al., 2010).
delivery of the pilot program. The final questionnaire will be a post-intervention survey of the efficiency of the project. Evidence-Based Intervention Evaluation of teaching practice and reflection, therefore, go hand in hand to help nurse educators develop their practice and become better educators (O’Malley and Fleming, 2012). However, to get the most out of evaluation, nurse educators must be; (1) understand common approaches used in education practice and (2) recognize the strengths and limitations that are connected to each learned approach. Nurse educators will be able to engage in self-evaluation (Hughes and Quinn, 2013).
They need to have the knowledge and skills to improve both the safety and quality skills - that they will learn in nursing school. "The mission of QSEN is to address the challenge of assuring that nurses have the knowledge, skills, and attitudes (KSA) necessary to continuously improve the quality and safety of the healthcare systems in which they work (Tolansky & Moore, 2013)." QSEN is making sure that the nurses provide high quality, safe care and it helps them to meet the challenges of healthcare - that is improving - as they move from applying the six QSEN competencies. "The major QSEN contribution to healthcare education was the creation of six QSEN competencies (modeled after the IOM reports) and the pre-licensure and graduate-level knowledge, skills, and attitude (KSA) statements for each competency (Cronenwett et al., 2007)." The six competencies of the QSEN is patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and
They assess, diagnose and treat acute and chronic illnesses as well as preventative healthcare for individuals and families. As their care is family-centered, they must also be able to understand the relevance of the family’s identified community. In addition to the nine essentials as outlined by the AACN, the FNP must meet competencies in advanced health assessment skills in order to differentiate between normal and abnormal findings. They should able to use screening and diagnostic strategies to develop diagnosis and they must be able to prescribe medications to enable them to work as independent practitioners (Competencies for Nurse Practitioners, 2012). In order to meet these competencies, the Consensus Model for APRN Regulation (2008) requires three separate graduate-level courses in advanced physiology and pathophysiology, health assessment and pharmacology as well as appropriate clinical experiences across the age
A practice placement portfolio is a collection of work by an individual which is used as evidence to show achievements and other learning that has taken place to enhance their professional development (Hayes E. 2013). It has an important role in the educational development of nursing students as it is a tool which can evaluate the student’s learning during the undergraduate programme and can act as a link between theory and practice (Jones E. 2010). It enables them to demonstrate the knowledge and skills they have developed throughout their training, as it makes them engage fully with their experiences from clinical practice which are valuable sources of learning (Joyce P. 2005, Ryan M. 2011). In the professional development of a qualified