...Nursing Expertise Self-Report Scale and Reflection HCS/350 November 21, 2012 Nursing Expertise Self-Report Scale and Reflection This paper is to provide my reflection of the results of The Nursing Expertise Self-Report Scale. I will explain how my results can improve my communication skills in the health care field. “The nurse-expertise self report scale has 20 items scored using a Likert Scale from Strongly Agree to Strongly Disagree” (Hansten & Jackson, 2009, p. 178). Based on the scoring of the 20 questions, I scored 56 out of 100, reflective of a novice nurse. I am not surprised with the results. I do not currently work as a Registered Nurse (RN). I graduated from nursing school in May 2012. In my current position as a pharmacy assistant, I spend my day communicating with patients, pharmacists, and co-workers. I can take the results to better improve my communication skills, when interacting with patients, physicians, and other members of the team and apply it to practice. I have little experience when it comes to communicating with team members in the hospital. As a student, in the beginning, I was very intimidated to speak to physicians and other members of the health care team. As time went on, I became comfortable communicating with other nurses, patients, and their families. The Self-Report Scale is a reminder of how novice of a nurse I am. I have a lot to learn once I get a nursing job. In the interim, I can take the knowledge I acquire from...
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...• Complete and submit the Nursing Expertise Self-Report Scale located on pp. 175 & 176 in Clinical Delegation Skills. Answer each question based on your personal experience as a nursing professional. • Write a 350-word reflection on your results from the Nursing Expertise Self-Report Scale and explain how you plan to use this information to improve your communication skills in health care settings. The Nursing Expertise Self-Report Scale and Reflection was an interesting assessment on my nursing skills. The questions that were asked in the scale were difficult to answer based on the grading scale. Overall it was a good reflection of how I approached my patients and utilized my skills. After completing the nursing scale, I realize that there are some things that I need to do different. For example, question number six mentioned, “Emotional attachment to get in the way of good care.” (Hansten, 2009, pp. 175-176) I feel that is a question that is difficult to answer because a nurse needs to have an emotional attachment to connect. The reason we became nurses is because we care for others and we want to care for their health. We came into this field with an emotional attachment. I will continue to treat my patients how I would like to be treated and show them the respect they deserve being under my care. Every nurse is different in how they treat and care for our patients. We all have procedures and guidelines to follow by as a health care professional...
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...1 The Nursing Expertise Self- Report Scale and Reflection HCS 350 2 The Nursing Expertise Self-Report Scale and Reflection The Nursing Expertise Self-Report Scale was developed from Patricia Benner’s model of clinical competence described in Benner and Benner (1984). According to Patrica Benner’s model of From Novice to Expert (Benner & Benner, 1984) there are three changes in performance as the nurse progresses from novice to expert practice. One change is from the reliance on rules and principles to the reliance on past experience to guide performance. The second change is a transition from viewing the clinical situation as a collection of equally important features to viewing the clinical situation as a collection of equally important features to viewing the clinical situation as a whole, in which only a few features are important. The third change is the passage from the detached observer to involved performer. Unique to the expert level of performance is the element of intuition. This scale is designed to measure self-perception of these three transitions and intuitive decision making. Personal Results According to my personal results of the Nursing Expertise Self-Report Scale, my nursing level is between the proficient and expert nurse. The proficient nurse possess the experience and necessary skill sets to look...
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...Nursing Expertise Self-Report Scale and Reflection Dawn Haag HCS/350 October 29, 2012 Polly Hanson The purpose of this paper is to provide my reflection of the results of The Nursing expertise self-report scale and how the results will be used to improve communication skills in health care settings. The scale used in this assignment, developed from Patricia Benner’s model of clinical competence, measures self perception by a nurse progressing from novice to expert. Her model suggests a link between experience and expertise using a scoring method. “The nurse-expertise self report scale has 20 items scored using a Likert Scale from Strongly Agree to Strongly Disagree” (Hansten & Jackson, 2009, p. 178). Based on the scoring of those 20 items as determined by a point value assigned to expert and novice, this writer scored 85 out of a possible 100. This score, according to Benner’s system, reflects experience resembling closer to expertise rather than novice. Acquiring 28 years of nursing experience, I would expect to have evolved closer to expert than novice in patient care, however; I know with each new day and each patient or situation, an opportunity exists to learn something new. I have often identified communication skills as an area that I could improve upon. In the early stages of my career, communicating with my patients seemed easier than communicating with my peers and superiors. Over time, I have become a more confident communicating with my peers...
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...The purpose of this paper is to provide my reflection of the results of The Nursing expertise self-report scale and how the results will be used to improve communication skills in health care settings. The scale used in this assignment, developed from Patricia Benner’s model of clinical competence, measures self perception by a nurse progressing from novice to expert. Her model suggests a link between experience and expertise using a scoring method. “The nurse-expertise self report scale has 20 items scored using a Likert Scale from Strongly Agree to Strongly Disagree” (Hansten & Jackson, 2009, p. 178). Based on the scoring of those 20 items as determined by a point value assigned to expert and novice, this writer scored 85 out of a possible 100. This score, according to Benner’s system, reflects experience resembling closer to expertise rather than novice. Acquiring 28 years of nursing experience, I would expect to have evolved closer to expert than novice in patient care, however; I know with each new day and each patient or situation, an opportunity exists to learn something new. I have often identified communication skills as an area that I could improve upon. In the early stages of my career, communicating with my patients seemed easier than communicating with my peers and superiors. Over time, I have become a more confident communicating with my peers and not necessarily with superiors and some physicians. In my current position, I am required to communicate...
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...My Reflections OMOWONUOLA EGBEYEMI-FALADE University of phoenix HCS 350 LITA TSAI June 19, 2014 My Reflections My Reflections from the Nursing Expertise Self –Report Scale (Garland, 1996, p. 197) indicates that I am a competent nurse at the moment on my unit as evidenced by my experience of 2 years as a registered nurse and “Typically, a nurse at the competent level has been in practice 2 to 3 years. This person can rely on a long-range of goals and plans to determine which aspects of a situation are important which can be ignored.’’(Berner & Berner, 1984)). My answers in the Self-Report scale from number 1,2,3,5,6, 7,14 and 15 reflects me as a competent nurse because I assist my patient first at all times, teach them about the management of their diseases and treatment , monitor frequently for safety since, identifying and managing of rapid changing situations, make right decisions about administering medication, giving therapeutic intervention at all times, monitoring and ensuring they have a quality health care services during their stay at the hospital by checking their vital signs and lab values for changes and use the information to make the best appropriate decision regarding their care.(Munjas,Barbara A, PhD., F.A.A.N., 1985). In conclusion, all information stands out important to me with my patient care at work. On number 9, I disagreed because that is not the best way to provide good nursing care. “Self-disclosure from the nurse needs to be limited...
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...Nursing Expertise Self-Report Scale 1. I am an: RN 2. My job is: Staff Nurse 3. Length of time since graduating as an RN: More than 3 years 4. Length of time working on your unit: More than 3 years 5. Previous experience in nursing prior to graduating as an RN: Under 6 months (1=Strongly Agree, 2=Agree, 3=Unsure, 4=Disagree, 5=Strongly Disagree) 1. I often know ahead of time that my patient will take a turn for the worse. 1 2 3 4 5 2. I frequently draw on past experiences when making patient care decisions. 1 2 3 4 5 3. Quality nursing care results from strictly adhering to policy and procedure. 1 2 3 4 5 4. When I do patient care, only a few pieces of information stand out as critically important. 1 2 3 4 5 5. I am consciously aware of the process of decision making in patient care. 1 2 3 4 5 6. Emotional attachments get in the way of good nursing care. 1 2 3 4 5 7. When something goes wrong with my patient, I seem to know automatically what to do. 1 2 3 4 5 8. Sometimes I find it difficult to identify objective reasons for certain patient care decisions. 1 2 3 4 5 9. The best way to give good nursing care is to get close to the patient. 1 2 3 4 5 10. I find it time consuming to set priorities in patient care. 1 2 3 4 5 11. I make my best decisions about patient care when I remain objective. 1 2 3 4 5 12. In an emergency, things happen so quickly that I don’t know what to do. 1 2 3 4 5 13. I base my patient care decisions...
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...Nursing Expertise Self-Report Scale- Reflection Answering the Nursing Self-Report Scale made me felt that I have a long way to go as a Registered Nurse. Based on my answers I am still on a novice stage, far from the expert stage. I mostly base my nursing care about company’s and or employer’s expectations and or rules. There are some few scales that I was not sure of and there are scales that I felt that I’m so naïve to just strictly follow the rules to perform patient care. I guess it just a nature for me to take ownership on my new license and new job. I have to follow the rules to be safe. Another factor that would be preventing from improving is my lack of interpersonal communication skills. I have this passive, shy personality and am reluctant to voice out my opinion. I feel that I just have to go with the flow just to avoid conflict and to please others. The fear of taking risks prevents me from progressing. If I’m resistant to changes I will be forever stuck to the novice stage and never improve to the expert stage. It is very empirical for me to step out my comfort zone and take necessary steps because my priority right now in this nursing career is my patient, not to please my boss or someone else. As an RN, I am now in a position of leadership. I should set aside my fears and focus on what needs to be done. I have to learn to work with others, lead them and get them to understand, and perform the job that needs to be done. I will be willing to ask question or help...
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...Nursing Expertise Reflection Paper Communication is essential for survival. As humans we learn to communicate the moment we are born. Babies rely on their caretakers to interpret their non -verbal communication to provide them with comfort, food, and relief from pain. According to Merriam- Webster.com (2013), communication is a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior. Communication is not only reserved for humans but animals, plants, insects, and just about every living thing on planet Earth has some form of communication. In person to person interactions it is not enough to communicate with words. We must know how to effectively communicate. Without this you may as well not communicated at all. Poor communication can lead to many problems and stress that could have been prevented. Effective communication can improve personal and professional relationships. It can help resolve differences and create a caring flourishing environment. Just as poor communication can cause conflict, resentment, and even damage personal and professional relationships. Developing effective communication skills take time and a conscious effort to listen, slow down, and manage stress in the moment. Self-awareness of personal feelings and emotions is also essential in developing these skills. The ability to improve communication skills allows for positive interactions with peers, loved ones, and as...
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...Contents Introduction ………………………………………………………………….Pages 2-3 Discussion…...…………………………………………………………………Pages 4-14 Conclusion …………………………………………………………………...Pages 15-16 References ………………………………………………………………….Pages 17-20 Introduction This essay aims to explore the processes of teaching, training and mentoring of adults. The setting in which this will be explored and linked to, will be one of nursing, although it is recognised that the fundamental theories explored may be applied to any setting where the teaching, training and mentoring of adults occur. The essay will explore the writer’s understanding regarding the role of a mentor within the workplace and the theoretical ties surrounding mentorship and how these are linked into the writer’s role of a mentor. Any names or areas of work mentioned in the essay have been changed in order to maintain confidentiality, clause five of the Nursing and Midwifery Council (NMC) Code of Professional Conduct: Standards for Conduct, Performance and Ethics (NMC 2004). The term ‘mentor’ is defined by the English National Board (ENB) and the Department of Health (DOH) to “denote the role of the nurse, midwife or health visitor who facilitates learning and supervises and assesses students in their practice setting” (ENB & DOH 2001a P6). Nicklin and Kenworthy (2000) define a mentor as someone who by example and facilitation guides, assists, and supports the student in learning new skills, adopting new behaviour and acquiring...
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...Journal of Transcultural Nursing http://tcn.sagepub.com/ Standards of Practice for Culturally Competent Nursing Care : 2011 Update Marilyn K. Douglas, Joan Uhl Pierce, Marlene Rosenkoetter, Dula Pacquiao, Lynn Clark Callister, Marianne Hattar-Pollara, Jana Lauderdale, Jeri Milstead, Deena Nardi and Larry Purnell J Transcult Nurs 2011 22: 317 DOI: 10.1177/1043659611412965 The online version of this article can be found at: http://tcn.sagepub.com/content/22/4/317 Published by: http://www.sagepublications.com On behalf of: Transcultural Nursing Society Additional services and information for Journal of Transcultural Nursing can be found at: Email Alerts: http://tcn.sagepub.com/cgi/alerts Subscriptions: http://tcn.sagepub.com/subscriptions Reprints: http://www.sagepub.com/journalsReprints.nav Permissions: http://www.sagepub.com/journalsPermissions.nav Citations: http://tcn.sagepub.com/content/22/4/317.refs.html >> Version of Record - Sep 26, 2011 What is This? Downloaded from tcn.sagepub.com by Marty Douglas on September 27, 2011 412965 ouglas et al.Journal of Transcultural Nursing TCN22410.1177/1043659611412965D Commentary Journal of ranscultural Nursing T 22(4) 317–333 © The Author(s) 2011 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/1043659611412965 http://tcn.sagepub.com Standards of Practice for Culturally Competent Nursing Care: 2011 Update Marilyn K. Douglas, DNSc, RN, FAAN1, Joan...
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...Costal Georgia Introduction and Background Pressure ulcers (PUs) have post a problem to healthcare for thousands of years. Since at least the 1980s, pressure ulcers have been considered a result of poor quality of care (Lyder & Ayello, 2012). In response to the Institute of Medicine’s landmark report To Err is Human: Building a Safer Health System, the National Quality Forum designated hospital-acquired Stage III or Stage IV PUs as “never events” (considered avoidable health care incidents) (Agency for Healthcare Research and Quality [AHRQ], 2012). Since 2008, the Centers for Medicare & Medicaid Services no longer reimburse providers for treatment of facility acquired Stage III or Stage IV PUs. Populations at risk for PU development include older adults, patients with dementia, and any person with conditions of immobility (Ratliff, Tomaselli, & The Guideline Task Force, 2010). Because an older adult is more likely than a younger person to have impaired mobility and co-morbid health conditions, elders are especially vulnerable for PU development. This is of particular concern given the large population of these individuals in our nursing home facilities. In 1992, the AHRQ developed early guidelines for preventing pressure ulcers. In general, prevention guidelines focus on reducing the amount and time of pressure and shear through pressure-redistribution surfaces and frequent repositioning while providing nutritional support when needed, and protecting...
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...go to contents page > School of Health and Social Care www.brookes.ac.uk/schools/shsc mentoring a resource for those who facilitate placement learning Developed by The Practice Education Group (PEG) students and mentors School of Health & Social Care Oxford Brookes University Specific contributions by Pam Sharp, Tim Ainslie, Anna Hemphill, Stephanie Hobson Clair Merriman, Paul Ong, Judy Roche go to contents page > Definitions Placement learning “is a planned period of learning, normally outside the institution at which the student is enrolled, where the learning outcomes are an intended part of a programme of study. It includes those circumstances where students have arranged their own learning opportunity with a placement provider, with the approval of the institution…” (Quality Assurance Agency QAA (2001), Section 9 pg 4, Code of Practice for the assurance of academic quality standards in Higher Education Institutions) Accessed on 24.6.05 www.qaa.ac.uk/academicinfrastructure/codeOfPractice/section9/PlacementLearning.pdf Facilitation roles Those who facilitate placement learning undertake a variety of roles which may include support, assessment and facilitation of learning. There is a wide range of role titles that describe these roles including: Assessor, Mentor, Practice Educator, Preceptor, Clinical Teacher, Associate Mentor, Clinical Educator or Practice Teacher. 2 Version 1 September 2005 © School of Health and Social Care, Oxford Brookes...
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...Mellitus) should consume insulin daily in order to survive. Meanwhile, type 2 diabetes (Non-Insulin Dependent Diabetes Mellitus) is the most common type of diabetes. Whereas, gestational diabetes is another type of diabetes where there is a high blood sugar level which is diagnosed during pregnancy. Diabetes Mellitus which is a well-known chronic illness requires a comprehensive of medical care by the expertise team. The risk of long term complications needs full support from various professionals to conduct diabetes care. Acute complications can be prevented via ongoing patient self-management education and awareness of illness. Patient self-management education and problem solving skills development are necessary to be provided in diabetic clinic plan through a variety of strategies and techniques. Creation of a primary care diabetes clinic with trained paramedics who provide individual or group education, life-styles counseling, and diabetic complications screening will help to improve diabetic control and insulin acceptance. Many evidence-based studies have found that diabetic self-management education had significantly improved the clinical outcomes,...
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...c h a p t e r 2 Nursing Process Words to Know actual diagnosis assessment collaborative problems critical thinking data base assessment diagnosis evaluation focus assessment goal implementation long-term goals nursing diagnosis nursing orders nursing process objective data planning possible diagnosis potential diagnosis short-term goals signs standards for care subjective data symptoms syndrome diagnosis wellness diagnosis Learning Objectives On completion of this chapter, the reader will: ● ● ● ● ● ● ● ● ● ● ● ● Define nursing process. Describe six characteristics of the nursing process. List five steps in the nursing process. Identify four sources for assessment data. Differentiate between a data base assessment and a focus assessment. Distinguish between a nursing diagnosis and a collaborative problem. List three parts of a nursing diagnostic statement. Describe the rationale for setting priorities. Discuss appropriate circumstances for short-term and long-term goals. Identify four ways to document a plan of care. Describe the information that is documented in reference to the plan of care. Discuss three outcomes that result from evaluation. n the distant past, nursing practice consisted of actions based mostly on common sense and the examples set by older, more experienced nurses. The actual care of clients tended to be limited to the physician’s medical orders. Although nurses today continue to work interdependently with physicians and other health care practitioners...
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