Nursing Professional Development Plan Essays

 

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Subject Area - NursingPersonal Development Plan

Personal Development Plan And Reective Rationale With Regard To Leadership Development.In order to understand the reasoning behind the personal development plan and reective rationale in relation toleadership development in the Nursing eld, one will have to dene what these two terminologies are. According tothe British Medical Association, the personal development plan (PDP), is a tool that can identify areas for furtherdevelopment and encourage life long learning. It acts as a process of planning, monitoring, assessment, and support tohelp staff develop their capabilities and potential to full their job role and purpose. It is an approach to increase theeffectiveness of the organisation’s performance through ongoing, constructive dialogue to ensure that everyone knows what is expected of them; gets feedback on performance; is able to identify and satisfy their development needs. A PDPcan identify goals for the forthcoming year and methods for achieving these goals. PDP’s were advocated by the medicalroyal colleges as a basis for continuing professional development. While the reective rationale, is stated as one where apractitioner seeks to apply learning and insights of other people in their work, and develop their own insights and sharethese with colleagues, Gorman (1998). Essentially reection involves three key stages, awareness of an issue, analysisof knowledge and feelings, and identication and integration of new learning, Atkins and Murphy (1993). Sharing anddiscussing these insights with their multi-disciplinary team will promote honest open communication and mutual trust.Reection may be recorded in a diary, journal, or learning log.Now, that we have understand the meaning of these two concepts, we will talk about the personal development plan with regard to nursing from the following the three issues, namely transformational leadership, managing conict, andmotivation.PART 1TRANSFORMATIONAL LEADERSHIPDue to the emerging importance of clinical leadership, the issue of transformational leadership in the nursing eldhas become a very important issue. This is partly due to the fact that existing literature covering leadership hasfound it difcult in characterizing effective clinical leaders. Using ve attributes identied by Cook (2004) and otherrelevant published material, one would explain the issue of transformational leadership. The attributes are Creativity,highlighting, inuencing, respecting, and supporting.Creativity This is required to generate new ways of working. As Sadler (1997), puts it, the essence of nursing, can be said to be ‘anindividually and socially dened creative process, to meet a recognised need’. Creativity results from engaging actively  with the surroundings to seek new possibilities. Using an experience from a mental health nurse, it was explained thatthe organisation (nursing) was not forward looking, but strictly structured. However, from an experience from a nurse who had just come back from a nursing course, the nurse applied for the course and enrolled, and that over the years

My Nursing Journey: Continuing Professional Development

Nursing has been viewed as both a science and an art (Price et al., 2007, p. 155). A logical progression of ideas and theories as well as evidence-based research supports the varied interventions and rationales that the nurse must effectively use to provide safe care (McCrae, 2011). Human touch, compassion, creativity and moral values characterise the artistic nature of the nursing profession, which can promote personal satisfaction and growth (Finfgeld-Connett, 2008, p. 383). However, similar to any other line of work, nursing is not without its dangers as seen by examples of errors and negligence (Tingle & McHale, 2009; Young, 2009). Hence, the National Competency Standards for the Registered Nurse were formulated by the Australian Nursing and Midwifery Council (ANMC) as the core competency standards used to assess and evaluate the performance of a registered nurse in Australia (Australian Nursing and Midwifery Council, 2006). Moreover, these standards provide the public with information on the expected actions and behaviour of a nurse, emphasising the latter’s accountability and responsibility. Integrated into the nursing curricula, these standards orient and guide the student nurse on the many aspects of nursing practice focussing on quality health care and professional development amidst changing times (ANMC, 2006).

These competency standards have had a large impact on my nursing studies particularly in this unit, NURS5084. One major component is the domain of professional practice. According to Muller (2010, p. 232), “a profession is made up of people who are members of an occupational group who share a common body of knowledge and set of skills that have been gained through a formal course, which has resulted in a qualification”. In the context of nursing, professional practice becomes personal, reflexive and intuitive due to work largely done with patients and their families. However, Stephen (2007) claims that establishing a professional nursing identity and emphasising on a situated learning model such as that used in clinical placements may be challenging due to care becoming more medicalised. In this essay, this domain and its impact on my development as a student nurse will be discussed, focussing on three essential subcompetencies. Relevant examples will be based from my personal experiences as reflected on Pebblepad and recent clinical experience.

With respect to professional practice, it is also vital to note that knowledge on how individuals conduct themselves professionally cannot be acquired without reflection on practice, self, feelings and consequences of actions on individuals or groups. Reflective practice is a powerful tool for professional growth and development (Freshwater, 2008, p. 10). The process of reflection may include awareness of uncomfortable feelings and thoughts, critical analysis of the situation and development of a new perspective (Freshwater, 2008, p. 9). The purpose of this reflective professional...

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