Transitions to Graduate Mental Health Nursing Practice
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- Date Submitted: 08/02/2015 01:42 PM
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Transitions to Graduate Mental Health Nursing Practice
This essay is determined to provide a critical and reflective discussion on my experience of delivering care reinforced by evidence based frameworks throughout my journey as an undergraduate student nurse. This will be achieved by reflecting upon and describing my experiences that is pertinent to my chosen topic of evidence based practice care delivery. I shall make reference to Dreyfus and Dreyfus’s Student Developmental Model (1986) and Benner’s Stages of Clinical Competence (1984) to demonstrate my personal, professional and intellectual growth and maturity. I will conclude by discussing how I will intend to maintain my development in providing a high standard of care reinforced by an evidence based framework in my post registration and future career. Under the Data Protection Act (1998) I have a legal obligation to control how I use personal information; I will use pseudonyms to protect the identity of the individuals and site areas I will be discussing, this is also to ensure that I have shown respect for people’s right to confidentiality (Nursing and Midwifery Council, 2008).
I chose this topic because providing care that is evidence based provides opportunities for nursing care to be more individualized, more effective, streamlined, and dynamic, and to maximize effects of clinical judgment. When evidence is used to define best practices rather than to support existing practices, nursing care keeps pace with the latest technological advances and takes advantage of new knowledge developments (Youngblut & Brooten, 2001). As a pre-registration student nurse it is of vital importance that I can begin to conceptualize the clinical framework which informs my own nursing practices with the support of my mentor and other qualified health care professionals. Emanuel, Day, Diegnan and Pryce-Miller (2011), suggests that nursing students should be encouraged to promote and deliver evidence based practice from the...
This essay is determined to provide a critical and reflective discussion on my experience of delivering care reinforced by evidence based frameworks throughout my journey as an undergraduate student nurse. This will be achieved by reflecting upon and describing my experiences that is pertinent to my chosen topic of evidence based practice care delivery. I shall make reference to Dreyfus and Dreyfus’s Student Developmental Model (1986) and Benner’s Stages of Clinical Competence (1984) to demonstrate my personal, professional and intellectual growth and maturity. I will conclude by discussing how I will intend to maintain my development in providing a high standard of care reinforced by an evidence based framework in my post registration and future career. Under the Data Protection Act (1998) I have a legal obligation to control how I use personal information; I will use pseudonyms to protect the identity of the individuals and site areas I will be discussing, this is also to ensure that I have shown respect for people’s right to confidentiality (Nursing and Midwifery Council, 2008).
I chose this topic because providing care that is evidence based provides opportunities for nursing care to be more individualized, more effective, streamlined, and dynamic, and to maximize effects of clinical judgment. When evidence is used to define best practices rather than to support existing practices, nursing care keeps pace with the latest technological advances and takes advantage of new knowledge developments (Youngblut & Brooten, 2001). As a pre-registration student nurse it is of vital importance that I can begin to conceptualize the clinical framework which informs my own nursing practices with the support of my mentor and other qualified health care professionals. Emanuel, Day, Diegnan and Pryce-Miller (2011), suggests that nursing students should be encouraged to promote and deliver evidence based practice from the...