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Trans to baccalaureate Eportofolio

Professional Identity Assignment – Part II

Heidi Lugo

NSG 3050 Trans to Baccalaureate

Galen College of Nursing

Loretta Elder

August 13, 2023

Transitioning into Baccalaureate Nursing

The Professional Identity Assignment’s introduction reviews “professional identity in nursing” and sets the stage for the paper’s disputes. RN-BSN students need a strong professional identity to succeed and enjoy their nursing careers. Nursing has always beckoned me. Nursing is driven by a passion for assisting others, promoting health, and improving vulnerable and troubled people’s lives. Nurses may assist and advocate for patients and their families at difficult times. As I begin this transformational journey in the RN-BSN program, I will examine the basic components and competencies necessary for my professional identity. This investigation will discuss my nursing philosophy, values, and beliefs, as well as my professional strengths and opportunities for improvement. The Bridges Model of Transition will help me manage my transition to the baccalaureate job.

Reason for Choosing Nursing

A deep feeling of purpose and a genuine desire to improve people’s lives led me to become a nurse. I was attracted to caring for, supporting, and comforting others from an early age, and nursing was the right way to fulfill this calling. I was inspired to become a nurse after seeing nurses’ compassion and devotion during healthcare interactions. Nursing’s ability to holistically use scientific knowledge and care for people appealed to me. Working with a diverse healthcare team to promote wellness, prevent sickness, and relieve suffering aligns with my values and beliefs. I loved nursing because I could create genuine relationships with patients and their families, comfort them in difficult times, and advocate for the defenseless (Billings et al., 2021). I also liked nursing since it offers ongoing learning, progress, and possibilities to specialize in other professions. This and the joy of helping others persuaded me that nursing was my calling. Nursing represents my compassion, sensitivity, and continuous devotion to serving others. It is an honor and joy to start this path, and I am excited to face the difficulties and benefits of becoming a devoted and skilled nurse.

Personal Philosophy of Nursing and Its Guiding Principles

Every person deserves dignity, respect, and tailored care, which is my nursing perspective. Nursing is both a science and an art, combining evidence-based techniques with caring and holistic ways to meet patients’ physical, emotional, and spiritual needs. As a nurse, I promise to listen and advocate for my patients, ensuring their voices and choices are respected. I believe in ethical behavior, patient autonomy, and teamwork for the best results. A constructive and trustworthy nurse-patient connection is crucial to giving excellent treatment (Billings et al., 2021). I want to collaborate with patients to help them recover by fostering open dialogue and safety. Understanding and respecting a patient’s different origins, beliefs, and values is also part of my philosophy. I also recognize the need for lifelong learning since nursing is dynamic and ever-changing. I am devoted to remaining current on advances and best practices to provide the greatest care.

I also believe in patient-centered care and my nursing philosophy. Effective and meaningful healthcare requires patient-centered care. As a nurse, I will actively include patients in decision-making while respecting their autonomy and choices. Each patient has distinct requirements, and I personalize my treatment to their physical, emotional, and psychological well-being. Patient-centered care also acknowledges and involves the patient’s support system, including family and loved ones, where appropriate. I empower patients, encourage their active engagement in their health, and improve health outcomes and healthcare satisfaction by providing patient-centered care.

Values and Beliefs Guiding Your Conduct as a Nurse

As a nurse, my basic values and beliefs form my professional identity and guide my relationships with patients and their families. Compassion is one of my core nursing ideals. I believe in treating everyone with respect, sensitivity, and Understanding, acknowledging their physical and mental struggles (Flaubert et al., 2021). I establish trust in patients by embracing compassion, creating a therapeutic atmosphere where they feel heard, respected, and cared for. I also believe in patient advocacy; I advocate for my patient’s needs and preferences in the treatment plan. An older patient was afraid to challenge the proposed treatment regimen. I advocated for them to communicate openly with the healthcare staff, resulting in more tailored and adequate treatment. This event confirmed my belief that fighting for patients’ rights and well-being is essential to getting the best results. Integrity and ethics are also part of my nursing philosophy. I value patient confidentiality and strong moral standards. I remember a difficult circumstance when a patient confided in me about a delicate topic. I protected their privacy and supported them without judgment. This encounter reinforced my nursing ideals of respecting patients’ dignity and confidentiality.

Professional Strengths and Opportunities for Growth

I have two professional qualities that help me practice nursing. I can relate with patients and coworkers thanks to my emotional intelligence. I can grasp others’ feelings and needs via emotional intelligence, improving patient satisfaction and collaboration. In a difficult situation involving a terminally sick patient and their mourning family, I used emotional intelligence to give medical treatment and emotional support. My ability to identify with their sentiments of loss and vulnerability generated a therapeutic relationship, allowing the family to share their issues and improve their coping skills freely. Another quality of my nursing work is my ethical commitment. Integrity, honesty, and patient advocacy guide my ethical decision-making. One example was when a patient’s family asked me to keep crucial medical information from the patient out of concern that it would upset them (Poorchangizi et al., 2019). I explained to the family the necessity of collaborative decision-making and honoring the patient’s right to be informed. This approach-built trust with the family, resulting in a more collaborative care plan that respected the patient’s autonomy.

Despite my skills, I recognize that I can improve my nursing practice. I want to improve conflict management. Conflict may emerge in any healthcare environment owing to team members’ different objectives and opinions. Developing my conflict management skills can help create a pleasant work atmosphere that improves patient outcomes. For instance, I want to attend conflict resolution courses and learn from experienced nurse leaders how to resolve problems diplomatically.

I see room for improvement in clinical/professional skills. As a nurse, I understand the need to remain current with evidence-based procedures and grow my knowledge base to deliver the best patient care. I will continue my education, attend conferences, and take skill-building seminars to do this. I will seek mentoring from experienced nurses in specialty areas to improve my clinical skills. My emotional intelligence and ethical commitment enable ethical decision-making and compassionate patient care (Abdi et al., 2021). I realize the need for additional development in conflict management to promote a peaceful work environment and in clinical/professional competence to assure high-quality patient care. By developing these areas, I aspire to improve my professional identity as a skilled and compassionate nurse committed to lifelong learning and patient-centered care.

Transition to the Baccalaureate Role

The Bridges Model of change places me at the “ending, losing, and letting go” stage of the baccalaureate role change. I must leave the comfort of the associate degree in nursing (ADN) program to pursue a BSN. I am pleased about the baccalaureate program’s chances for development and knowledge, but I am sad to leave my ADN friends and support system. Adapting to a new learning environment and higher academic standards marks the end of my academic career. Despite these feelings, I know that the baccalaureate job will broaden my viewpoint and improve my abilities, which will help me become a well-rounded and effective nurse (Zehra et al., 2023). The Bridges Model of shift may lead me through the “neutral zone” and “new beginning” of my baccalaureate role shift. As I go from ADN to BSN, I may suffer confusion, ambiguity, and disorientation in the neutral zone. I need patience and self-compassion while I learn new talents and let go of the old. The model reminds me that this neutral zone is valuable for growth and exploration. I can use faculty mentorship and peer collaboration to overcome challenges and discover my unique strengths and interests in the baccalaureate role (Sanchez et al., 2023). The approach allows me to imagine my “new beginning” at the end of my bachelor’s degree as I go through the neutral zone. Setting short- and long-term objectives helps me embrace my BSN-prepared nursing identity and develop the confidence and competence needed for professional success. This fresh beginning includes academic improvement and an increased professional identity that matches my nursing philosophy, beliefs, and objectives. The Bridges Model of Transition highlights the transforming character of this educational journey and its possibilities for personal and professional progress.

Short-term Goals

In my pursuit of advancing my professional identity through the RN-BSN program, a key short-term goal I’ve set is to better grasp evidence-based nursing practices and their real-world application. The goal stems from my desire to incorporate latest healthcare advancements into my practice for optimal patient care. The RN-BSN program’s comprehensive curriculum delves into evidence-based practices, research methods, and critical thinking, providing me with the skills to assess research, implement evidence-based interventions, and contribute to interdisciplinary healthcare teams. Immersion in evidence-based practices aligns with my patient-centered care philosophy and ethical nursing values. Not only does this goal enhance my professional identity, but it also equips me to make informed clinical choices that positively influence patient outcomes.

The RN-BSN program holds great potential for propelling me toward this short-term goal. Its emphasis on evidence-based practices, guided by experienced faculty, equips me with tools to appraise research, analyze clinical data, and apply evidence-based interventions. Engaging in coursework, discussions, and hands-on experiences will deepen my understanding of integrating evidence-based practices into nursing (Kolcun et al., 2023). Collaborative projects and exposure to diverse clinical settings will further cement my ability to translate evidence-based knowledge into compassionate care. Through active participation and leveraging educational resources, I’m confident in achieving this goal and fortifying my identity as a knowledgeable and dedicated nurse.

Long-Term Goals

My five-year goal is to become a certified nurse educator in academic or clinical settings. The ambition stems from my desire to merge my passion for nursing practice with education. By becoming nurse educator, I aspire to impart essential skills and values to future nurses, contributing to evolution of the profession. The goal is to shape ethics and principles that form the foundation of nursing. It also keeps me aligned with the latest trends in the field, ensuring that I adhere to high standards. A mentor in this journey can be instrumental, offering insights and advice tailored to unique challenges of becoming a nurse educator (Mikkonen et al., 2021). With experience in teaching strategies, curriculum development, and the educational landscape, my mentor can guide me through this career path. Their assistance will provide a realistic view of the educator role and help identify growth and networking opportunities. Having a mentor by my side will create a support system that encourages and celebrates each step toward achieving my long-term goal. Their guidance will help me build the skills necessary to succeed as a nurse educator, strengthening my professional identity.

Reflection on the BSN Role versus the ASN Role

Since embarking on the RN-BSN program, my perspective on the differences between the associate degree in nursing (ADN) and baccalaureate degree in nursing (BSN) roles has shifted substantially. Initially, I perceived the BSN role primarily as an extension of clinical skills; however, as I delved into the curriculum, I’ve come to appreciate its broader dimensions. The emphasis on evidence-based practice, research utilization, leadership, and policy advocacy within the BSN program has expanded my view of nursing beyond the bedside. This transformation is due to academic rigor and interactions with faculty mentors and peers, which illuminated collaborative and interdisciplinary aspects of nursing. The evolution underscores significance of continuous learning, effective communication, and the potential for BSN-prepared nurses to impact healthcare systems (DeBlieck et al., 2023). As I progress, I eagerly anticipate further refining my professional identity and contributing to the nursing field’s advancement.

Conclusion

My decision to pursue nursing stems from an unwavering passion for making a positive impact on people’s lives and building genuine connections with patients and families. I am committed to patient-centered care, ethical conduct, and continuous learning. My strengths are emotional intelligence and ethical commitment, which facilitate compassionate patient care. However, I aim to enhance my conflict management and clinical skills. The Bridges Model of Transition guides my journey from ADN to BSN, highlighting the importance of navigating the neutral zone for growth. Short-term goals involve mastering evidence-based practices, while my long-term vision encompasses becoming a certified nurse educator. My perspective on BSN has evolved, appreciating its role in evidence-based practice, leadership, and policy advocacy. This transformative journey reinforces my dedication to nursing’s core values and a lifelong commitment to professional development.

References

Abdi, M., Khademi, E., Saeidi, M., Piri, S., & Mohammadian, R. (2021). Emotional intelligence and quality of nursing care: A need for continuous professional development. Iranian Journal of Nursing and Midwifery Research26(4), 361. https://doi.org/10.4103/ijnmr.ijnmr_268_19

Billings, J., Ching, B. C. F., Gkofa, V., Greene, T., & Bloomfield, M. (2021). Experiences of Frontline Healthcare Workers and Their Views about Support during COVID-19 and Previous Pandemics: A Systematic Review and Qualitative Meta-Synthesis. BMC Health Services Research21(1). https://doi.org/10.1186/s12913-021-06917-z

DeBlieck, C., Correa, P., Whitten, L. J., Gross, M., Blanchette, L. P., Darnall, T. E., & Hernández, C. (2023). A crosswalk of foundational BSN population health documents and the AACN essentials. https://doi.org/10.1111/phn.13213

Flaubert, J. L., Menestrel, S. L., Williams, D. R., & Wakefield, M. K. (2021). Supporting the Health and Professional Well-Being of Nurses. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573902/

Kolcun, K., Zellefrow, C., Karl, J., Ulloa, J., Zehala, A., Zeno, R., & Tornwall, J. (2023). Identifying best practices for virtual nursing clinical education: A scoping review. Journal of Professional Nursing48, 128–146. https://doi.org/10.1016/j.profnurs.2023.07.001

Poorchangizi, B., Borhani, F., Abbaszadeh, A., Mirzaee, M., & Farokhzadian, J. (2019). The importance of professional values from nursing students’ perspective. BMC Nursing18(1), 1–7. https://doi.org/10.1186/s12912-019-0351-1

Sanchez, J., Maiden, J., Barton, E., Walters, L., Quinn, D., Jones, N., Doyle, A. K., & Lim, D. (2023). Factors that sustain indigenous youth mentoring programs: a qualitative systematic review. BMC Public Health23(1). https://doi.org/10.1186/s12889-023-15253-2

Zehra, T., Tariq, M., Rehman, R., & Zuberi, R. W. (2023). Basics of faculty-to-faculty mentoring: A process to identify support and challenges. Plos One18(6), e0287127–e0287127. https://doi.org/10.1371/journal.pone.0287127