Date of submission
In the struggle to hold the patient’s healthcare journey together, nursing as a course offers an improvised learning setup that introduces several clinical practices which are currently essential in teaching the critical career. The nurses to be are ready to work tirelessly to use all the skills acquired in learning to satisfy the need of their patients. However, nursing is a susceptible profession, which requires extra energy in learning all the essential clinical skills for future competency and professionalism.
Nurse 101 differs as it mainly deals with helping the learners acquire the physical skills they might need in their future jobs (Cherry, Jacob, 2016). These assessment skills are primarily learned in the class. They are incorporated with other communication skills to help the professors bring out a nurse who can discern a patient by looking at him/her. Learners are also given chances to implement these skills in different clinical settings to know if they have the required drivers in the nursing career.
As a nurse, I learned in liberal education that I should also be ready to foster my development as much as I strive to give better treatment to the patients I come across. Nursing entails mostly giving all my energy to the career. It involves dealing with humans directly; thus, all the care, citizenship, love, and professionalism should be included in my daily work as a nurse. Liberal education also offered me wide knowledge on how I should handle myself and the situations which come across me (Bond, Bryant, et al., 2016). The knowledge I acquired from that education helped me in critical thinking, thus using all my clinical experience in giving each patient a satisfactory treatment.
My close interaction with patients helped me learn a lot of therapeutic and assessment skills, which helped me handle more critical cases in my line of duty. The different kinds of patients I met helped me become empathically active. I could take all the emotions of my patients and react as if being in the same situation to help the individual in quick recovery. In my experience, I exhibited genuine and clear thoughts to my patients, which helped me create a trustworthy bond between the patient and me, giving me a better chance to diagnose his or her condition easier (Bond, Bryant et al., 2016). My unconditional positive regards to the patients helped them open up their minds, giving me a better opportunity to advise them.
In providing safe and quality nursing care, I used a democratic model of offering leadership where I emphasized more on teamwork among all nurses, a strong communication system, mentorship, and creative innovation in the career. Democratic leadership helped me ensure that all the essential information is disseminated fairly, hence making each nurse aware of what should be expected of him or her (Cherry, Jacob, 2016). The cooperation of all nurses in the field is mostly emphasized in this form of leadership. In contrast, as a nurse, I was expected to be accountable for every practice I do to improve my quality of work and guarantee better handling of patients.
At my training center, each nurse had been delegated to a certain clinical duty which we all had to so that we can train our minds on how to lead ourselves and each other (Ronquillo, Currie, et al., 2016). Leadership was not a duty to me; I took it as a responsibility, just like I learned in liberal education. I used the strong delegated team to do all the duties given to us as learners, an activity which made me be selected as a mentor to the other nurses on understanding aspects of life as a nurse and being creative each day so as to introduce a new concept which can be tried by the fellow nurses.
Nurses interact well through communication. Once a good channel of passing information is created between the departments of nursing, the whole process of handling patients becomes simpler as the nurses can access each other efficiently. In order for a learner to be approved to be a nurse, he or she should be able to be clear when communicating to the patients in a way that offers them good feedback on the questions they might ask the nurses (Bond, Bryant et.al, 2016). Listening does not entail hearing what the patient is saying, and it also includes receiving and retrieving the information so as to look for the best solution to the patient’s condition.
A good communication system or process also should respect the fact that patients do not share cultures, so the nurses are trained to encounter different aspects of behaviors of patients according to the culture they follow (Cherry, Jacob, 2016). Nurses should be trained to be flexible in their interaction and mostly be keen on the first impression or step they make on a patient. They are advised to be quick in discerning the kind of cultural background the patients come from before suggesting some modes of treatment. Explanations should be accompanied by non-verbal communication skills such as gestures and eye contact, so that they may emphasize whatever they say to the patients.
Bond, S. M., Bryant, A. L., & Puts, M. (2016, February). The evolution of gero-oncology nursing. In Seminars in oncology nursing (Vol. 32, No. 1, pp. 3-15). WB Saunders.
Cherry, B., & Jacob, S. R. (2016). Contemporary nursing: Issues, trends, & management. Elsevier Health Sciences.
Ronquillo, C., Currie, L. M., & Rodney, P. (2016). The evolution of data-information-knowledge-wisdom in nursing informatics. Advances in nursing science, 39(1), E1-E18.