NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan
  • NURS FPX 6103 Assessment 4 Creating a Professional Development Plan.

Creating a Professional Development Plan

Continuous learning and development can indicate the movement from a fragment-level practitioner to a complete professional. Professional development is one of the cornerstones among dynamic healthcare landscapes that ensures medical caretakers provide high-quality care relating to increased patient needs and medical advances. Such an obligation toward deeper learning enhances individual capacity and raises the collective capacity within healthcare institutions.

At the focal point of my way of reasoning as a medical caretaker educator is the significant solidarity areas in the force of education to engage individuals. I do not see myself similarly as a teacher but as an aide, motivator, and ally of learning. Every attendant trainee brings particular abilities, backgrounds, and perspectives.

Along these lines, instead of including a standardized teaching strategy, I aim to change my instructional methods to address the particular necessities of each individual, creating a sustaining atmosphere where all medical caretakers are regarded and encouraged. This paper will investigate various areas, including focus areas, professional goals, environmental influences, scholarship, leadership development, and a development plan. Explore our assessment NURS FPX 6103 Assessment 1, The History of Nursing Education, for more information.

Area of focus

I am a coordinator for a medical caretaker residency program. Under my management, there is a residency program with five acute-care hospitals. In residency programs, especially in Vizient’s model, a coordinator’s role is instrumental in the professional development and great transition of recently graduated medical caretakers into clinical practice. This person is central to many program components, ensuring educational objectives meet the realities of experience and institutional outcomes.

Through encouragement on a path of steady, limited learning and development, the coordinator lays a foundation that affects career occupants in terms of the quality of patient care. My role does not limit itself to direct administration. The role of leading, guiding, and supporting these occupants through difficulties is facilitating studios and seminars aimed at amplifying the medical caretaker’s information base for career progression. All these parts, managed well by me, increase the overall efficacy of the residency program and make this role indispensable in shaping prepared healthcare professionals.

Professional Goals

Under the unrelenting burden of my Master’s certification program in education, with all efforts, I strive to obtain two specialized certifications: one is Certified Nursing Education—CNE—thoughtfully designed by the Academy to advance nursing education as a field of specialization and the other offered by the ANCC: Nursing Professional Development Board—NPD-BC—to identify me among a few selected attendants with an advanced knowledge specialty in professional development for the clinical area.

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

These certificates will advance my learning in nursing and affirm my ability to deliver first-rate educational experiences. The fact that these are going to be prestigious certificates on their way to awarding feels like proof of my commitment to nursing, to being at the forefront of helping others create support.

Influences

Demographic changes, cultural diversity, and health disparities influence nursing curricula and pedagogical strategies. Since societies are dynamic, so are the health needs of the people; hence, the nursing workforce has to be more flexible, culturally gifted, and prepared to meet the ongoing social determinants of health. This makes me competent in adjusting my practice in response to changes relevant to being an educator.

Based on this, monetary factors become paramount in the nursing education landscape in relation to access, quality, and direction. As Huang et al. (2023) put it, the direct impacts of the financing allocation in nursing programs pertain to their potential to innovate, grow, and explore new technologies and practices.

Where there is strong educational support, nursing curricula will be afforded state-of-the-art simulation labs and access to leading-edge research to enrich the learning experience and better prepare baccalaureate nursing students for the complexities of contemporary health conditions. Financial constraints can close those portals, impacting the quality of nursing graduates produced (Committee on the Future of Nursing 2020-2030, 2021).

NURS FPX 6103 Assessment 4 Creating a Professional Development Plan

Also, educational expenses and the availability of financial aid are very important determinants of who is able to undertake nursing education. Higher unusual costs may prevent talented persons from joining the profession from low economic backgrounds, hence impacting both diversity and the total size of the nursing workforce.

Politizing health directly impacts nursing education, as politics determine what services the attendants should provide and what the educational programs should teach (Doe, 2023). In that respect, a change in healthcare strategy may bring rapid changes in content and methods within nursing education to prepare the understudies for new responsibilities now mandated by either legislation or changes in strategy.

  • Impact of Technology on Nursing

Also, technological advancements have fundamentally altered how nursing education is conveyed. Organizations increasingly integrate simulation labs, virtual reality (VR), and web learning platforms into their curricula to prepare understudies for a digitally advanced healthcare climate. This shift reflects changes in educational innovation and answers broader societal patterns toward digitalization.

Integrating social, monetary, political, and institutional viewpoints for an all-encompassing approach to nursing education calls for a far-reaching understanding of the myriad powers shaping the profession. Nursing education cannot exist in a vacuum; it is profoundly impacted by the societal setting in which it operates. Social factors like demographic developments, cultural variety, and health disparities impact curricular necessities and teaching frameworks.

Analysis of Scholarship

The Boyer Model of Scholarship, presented by Ernest L. Boyer in his seminal 1990 report “Scholarship Reevaluated: Necessities of the Professoriate,” presents a broadened perspective on scholarship inside the academic world, particularly relevant to disciplines like nursing. This model challenges the traditional emphasis on research and publication as the sole measurements of scholarly activity, advocating instead for an additional total understanding that sees four particular yet interrelated areas of scholarship: the scholarship of revelation, integration, application, and teaching (Wendling, 2020).

Taking into account this model as an aide, as the medical caretaker residency coordinator, I plan to embrace Boyer’s framework to expand our scholarship past traditional research. The team plans to collaborate with the five acute care hospitals in our healthcare organization, applying our understanding to tackle real-world issues while giving occupants invaluable hands-on experience. Our initiatives will cultivate our local area partnerships and increase the program’s reputation for creating great-to-go nursing inhabitants. Embracing these future bearings under the Boyer Model will enhance nursing’s obligation to develop global health results through scholarly greatness.

Leadership Role

Given the special obligations of the Medical caretaker Residency Coordinator compared to a standard medical caretaker educator, adopting a leadership model that focuses on building certainty and overhauling critical reasoning abilities is crucial. I support the utilization of the Servant Leadership Approach in Nursing, which incorporates creating some distance from traditional.

Hierarchical plans focus on serving others as the primary goal (Frangieh et al., 2023). This approach focused on the idea that leaders ought to focus on serving their team, which can significantly impact the field of nursing. Under this model, the emphasis is placed on advancing the development, welfare, and support of staff individuals.

  • Shared Governance in Nursing

Another duty includes assisting every participant’s evidence-based practice project from the inception of inquiry to the final execution of the project. During the hospital cycle, we participate in Shared Governance. Shared Governance has, so far, been one of the major milestones in promoting leadership skills for all healthcare providers within the institution (Frangieh et al., 2023).

This innovative approach encourages a collaborative climate where dynamic obligations are scattered among the state-of-the-art nursing staff rather than centralized at the most elevated management degrees. Shared Governance cultivates a feeling of responsibility and accountability by actively recalling medical caretakers for the governance processes related to patient care, strategy formulation, and practice standards.

Development Plan

Having functioned as a medical caretaker for a significant timeframe, my experience has been a combination of crisis medication and leadership roles, including manager, chief, and chemotherapy mix. Currently, I stand firm on the balance of attendant residency coordinator. In this capacity, I appreciate the importance of constant learning throughout one’s career. My career development plan is rotated around achieving the professional targets alluded to earlier.

The ultimate goal I aim to achieve is a master’s certificate and PD-BC and CNE specialty certifications. Even though I am not actively seeking work in my current challenging job, my primary goal remains the nurturing of professional growth and development and furthering of knowledge in the profession via expanding understanding, as articulated in the NURS FPX 6103 Assessment 4 Creating a Professional Development Plan.

References

Committee on the Future of Nursing 2020–2030. (2021). Educating nurses for the future. Nursing Spectrum (D.C./Baltimore metro ed.)6(18). Retrieved May 10, 2024, from https://www.ncbi.nlm.nih.gov/books/NBK573912/

Doe, M. (2023). Theory-based nursing policy to enhance living quality: A book review of policy & politics in nursing and Health Care (8th ed.) by Mason and colleagues (2021). Elsevier. Nursing Science Quarterly37(1), 92–94. Retrieved May 10, 2024, from https://doi.org/10.1177/08943184231207382

Frangieh, J., Hughes, V., & Mewborn, E. (2023). Nurse leaders thriving. Nursing Management54(10), 18–26. Retrieved May 10, 2024, from https://doi.org/10.1097/nmg.0000000000000054

Hauhio, N., Leino-Kilpi, H., Katajisto, J., & Numminen, O. (2021). Nurses’ self-assessed moral courage and related socio-demographic factors. Nursing Ethics28(7-8), 1402–1415. Retrieved May 10, 2024, from https://doi.org/10.1177/0969733021999763

Ho, K., Jarvis-Selinger, S., Borduas, F., Frank, B., Hall, P., Handfield-Jones, R., Hardwick, D. F., Lockyer, J., Sinclair, D., Lauscher, H., Ferdinands, L., MacLeod, A., Robitaille, M.- A., & Rouleau, M. (2008). Making interprofessional education work: The strategic roles of the Academy. Academic Medicine83(10), 934–940. Retrieved May 10, 2024, from https://doi.org/10.1097/acm.0b013e3181850a75

Huang, Z., Huang, F., Liang, Q., Liao, F., Tang, C., Luo, M., Lu, S., Lian, J., Li, S., Wei, S., & Wu, B. (2023). Socioeconomic factors, perceived stress, and social support effect on neonatal nurse burnout in China: A cross-sectional study. BMC Nursing22(1). Retrieved May 10, 2024, from https://doi.org/10.1186/s12912-023-01380-z

Keating, S., Berland, A., Capone, K., & Chickering, M. (2021). Global nursing education: International resources meet the NLN core competencies for nurse educators. OJIN: The Online Journal of Issues in Nursing26(1). Retrieved May 10, 2024, from https://doi.org/10.3912/ojin.vol26no01man08

Powell, M. (2023, June 27). Versatility in healthcare leadership styles: There is no one-size-fits-all approach. Physicians Practice. Retrieved May 10, 2024, from https://www.physicianspractice.com/view/versatility-in-healthcare-leadership-styles- there-is-no-one-size-fits-all-approach

Satoh, M., Fujimura, A., & Sato, N. (2020). Competency of academic nurse educators. SAGE Open Nursing6, 237796082096938. Retrieved May 10, 2024, from https://doi.org/10.1177/2377960820969389

Wendling, L. (2020). Valuing the engaged work of the professoriate: Reflections on Ernest Boyer’s scholarship reconsidered. Journal of the Scholarship of Teaching and Learning20(2). Retrieved May 10, 2024, from https://doi.org/10.14434/josotl.v20i2.25679

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